[Dialogue between students]
Paulo: Fernanda, look how I can speak in English: We are Carnaval / We are, we are folia / We are, we are
the world of Carnaval / We are Bahia.
Fernanda: That’s not English, it does not make sense. Nobody would say: We are Carnival. An American
would say: I like Carnival or I don’t like Carnival.
Paulo: Well, I am Brazilian and my English is Brazilian. I speak Brazilian English, my friend!
Considering this scenario, the English teacher decided to widen the debate and involve the rest of the
class. She said that language is more than just a means of verbal communication: it is a social construct
shaped by cultural, historical and social context. She emphasized that language reflects the norms,
values and identities of a language community, which is constituted through the interactions between
its members. In addition to grammatical skills, language also involves the interpretation and production
of meaning in different social and cultural contexts and is subject to change both during its use and
in its influence on us. Finally, echoing Leffa (2002), the teacher also said that, when learning a new
language, we negotiate the code without denying who we are, because a Brazilian who speaks English
is not an American, a British or an Australian who speaks English: s/he is a Brazilian who speaks English.
She concluded by saying that the language you learn is not foreign; it is not from others — it can also
belong to you and be part of your identity.
That situation shows that the teacher recognized the relationship between language and identity as

Question

[Dialogue between students]
Paulo: Fernanda, look how I can speak in English: We are Carnaval / We are, we are folia / We are, we are
the world of Carnaval / We are Bahia.
Fernanda: That’s not English, it does not make sense. Nobody would say: We are Carnival. An American
would say: I like Carnival or I don’t like Carnival.
Paulo: Well, I am Brazilian and my English is Brazilian. I speak Brazilian English, my friend!
Considering this scenario, the English teacher decided to widen the debate and involve the rest of the
class. She said that language is more than just a means of verbal communication: it is a social construct
shaped by cultural, historical and social context. She emphasized that language reflects the norms,
values and identities of a language community, which is constituted through the interactions between
its members. In addition to grammatical skills, language also involves the interpretation and production
of meaning in different social and cultural contexts and is subject to change both during its use and
in its influence on us. Finally, echoing Leffa (2002), the teacher also said that, when learning a new
language, we negotiate the code without denying who we are, because a Brazilian who speaks English
is not an American, a British or an Australian who speaks English: s/he is a Brazilian who speaks English.
She concluded by saying that the language you learn is not foreign; it is not from others — it can also
belong to you and be part of your identity.
That situation shows that the teacher recognized the relationship between language and identity as Alternativa A: the perpetuation of the foreign culture in the learning of another language, in which the student is
encouraged to adopt the identity of the other and adapt to their culture. Ou Alternativa B: an isolated phenomenon, detached from social or cultural contexts, neglecting the existing effects on
the construction of actions and ways of thinking of those who learn another language. Ou Alternativa C: an immutable concept, as it perpetuates the notion that by learning the language of others, the student
is also absorbing the other’s culture, disregarding the possibilities of linguistic and cultural diversity. Ou Alternativa D: a social practice, which leads students to reconstruct who they are and how they think when they learn
another language in interaction with others, rather than as a result of cultural and linguistic alienation.

Qconcursos · Accepted Answer

Alternativa [D] a social practice, which leads students to reconstruct who they are and how they think when they learn
another language in interaction with others, rather than as a result of cultural and linguistic alienation. Gabarito: DFundamento decisivo: O enunciado afirma que a língua é construção social, moldada por contexto cultural, histórico e social, e que aprender uma nova língua envolve negociar o código sem negar quem se é. Isso afasta as alternativas que tratam a linguagem como algo isolado, fixo ou alienante.Tema central: linguagem e identidadeAnálise das alternativasAErradaErrada porque atribui ao aprendizado de outra língua a adoção da identidade do outro e a adaptação à cultura estrangeira como regra. O enunciado afirma o contrário: o aprendiz negocia o código sem negar quem é, e um brasileiro que fala inglês continua sendo brasileiro.BErradaErrada porque descreve linguagem e identidade como fenômeno isolado e desligado do social e do cultural. O enunciado define a língua justamente como construção social, moldada por contexto cultural, histórico e social, e diz que a comunidade linguística se constitui nas interações.CErradaErrada por dois motivos concretos: fala em conceito imutável e em absorção da cultura do outro. O texto sustenta mutabilidade da linguagem, sujeita a mudanças no uso, e afirma que a língua aprendida pode pertencer ao aprendiz, sem exigir assimilação identitária da alteridade.DCertaCorreta, porque apresenta a linguagem como prática social e relaciona o aprendizado de outra língua à reconstrução de si em interação com outros, sem alienação cultural. É a única alternativa compatível com o enunciado.Pegadinha da questãoA confusão real era tomar o aprendizado de língua adicional como imitação do falante nativo e adoção da identidade dele, quando o enunciado sustenta negociação identitária e pertencimento da língua ao aprendiz.Dica para questões semelhantesSe o enunciado fala em contexto social, cultural, histórico e interação, descarte alternativas que tratem linguagem como fenômeno isolado ou apenas gramatical.Se o texto afirma que o aprendiz não nega quem é ao aprender outra língua, elimine opções baseadas em alienação cultural ou adoção da identidade do outro.Quando o enunciado destaca mudança, uso e negociação, rejeite alternativas que descrevam linguagem ou identidade como algo fixo e imutável.

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🎯 Saiba o que estudar

[Dialogue between students] Paulo: Fernanda, look how I can...

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Gabarito: D

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