According to Leffa and Irala (2014), the historical evolution of additional language teaching can be understood through three major shifts in how language is conceptualized. Over time, pedagogical practices have shifted their primary focus, transitioning from abstract formal structures to communicative purposes, and ultimately to the socio-political role of discourse in society.

Associate the three language teaching emphases listed in the first column with their corresponding descriptions or classroom examples in the second column.

(1) Emphasis on the system
(2) Emphasis on the function
(3) Emphasis on ideology

( ) Language is viewed as a list of lexical units and syntactic rules used to form sentences, focusing primarily on translation and decontextualized grammatical structures.
( ) Language is understood as a way of acting upon the world to achieve specific goals, with pedagogical practices focusing on communicative actions and competencies.
( ) Language is seen as an instrument of social action that constitutes the subject, serving either to reproduce inequality or to promote social change and critical reflection.
( ) Classroom activities engage students in memorizing vocabulary lists, conjugating verbs in isolation, and completing fill-in-the-blank exercises.
( ) Classroom activities focus on specific communicative objectives such as introducing oneself, asking for help, or refusing an invitation.  

Choose the alternative that presents the correct sequence from top to bottom.