(…) In some cases, the interest in a prestigious bilingualism arose from a desire by some countries to benefit economically, politically, and culturally from the straightforward participation in the global network that has been built through the use of English (Gardner, 2012). On the other hand, it is also accomplished as an answer to world multilingualism, generating the possibility of participation in intercultural actions in different languages and different cultural experiences (García & Flores, 2012). Therefore, this means the creation of a kind of education that, in a significant way, not only includes apprentices but also opens space for them to act and participate through various language practices (García & Flores, 2012). With the learning experience within a bilingual education context, students may increase their cultural awareness both in the culture(s) of origin, and in the culture of the additional language, have a different way of looking at things, build tolerance towards linguistic and cultural groups, value human diversity, and constitute themselves with hybrid identities (Canclini, 2011).

Read the excerpt above and decide if the information below is True (T) or False (F). Then choose the correct alternative below.

I. Some countries’ interest in English is mostly connected to political, cultural, and economic benefits as an attempt to be part of a larger international network.
II. The use of English worldwide is described as one of the strongest tools for the manipulation of soft power that has been developed through bilingual education in Brazil by the elite and against minorities.
III. Students’ agency, empowerment, and interculturality are some of the possible outcomes of bilingual education.
IV. Bilingual education is presented as strengthening students’ original cultural identity, even shielding students from letting in any changes or hybrid influences from Englishspeaking countries.