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TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
Based on Text II, analyze the following sentences and check True (T) or False (F).
( ) Asynchronous classes facilitate the cognitive process regarding some tasks which are necessary for learning.
( ) Through ELlearning, in which students might expand their readings of the world, an inclusive formation may also take place.
( ) As final remarks, the author defends the positive aspects of new digital technologies developed during the pandemic as a way of fostering meaningful foreign language learning.
Choose the alternative with the CORRECTsequence:
TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
According to these final remarks, it is RIGHTto say that:
TEXTI –
Pandemic Language Teaching: insights from Brazilian and international teachers on the pivot to emergency remote instruction
(Sevilla-Pavon, A.; Finardi, K. R.)
ABSTRACT
This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
Keywords: Online Language Teaching and Learning; Covid-19 pandemic; teachers' perceptions; Education & Educational Research; Linguistics. th
(Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1614384. Accessed on April 6 , 2022).
Answer question according to TEXTI.
“[…] some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context”. The relative pronoun which
TEXTI –
Pandemic Language Teaching: insights from Brazilian and international teachers on the pivot to emergency remote instruction
(Sevilla-Pavon, A.; Finardi, K. R.)
ABSTRACT
This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
Keywords: Online Language Teaching and Learning; Covid-19 pandemic; teachers' perceptions; Education & Educational Research; Linguistics. th
(Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1614384. Accessed on April 6 , 2022).
Answer question according to TEXTI.
TEXTI –
Pandemic Language Teaching: insights from Brazilian and international teachers on the pivot to emergency remote instruction
(Sevilla-Pavon, A.; Finardi, K. R.)
ABSTRACT
This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
Keywords: Online Language Teaching and Learning; Covid-19 pandemic; teachers' perceptions; Education & Educational Research; Linguistics. th
(Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1614384. Accessed on April 6 , 2022).
Answer question according to TEXTI.
TEXTI –
Pandemic Language Teaching: insights from Brazilian and international teachers on the pivot to emergency remote instruction
(Sevilla-Pavon, A.; Finardi, K. R.)
ABSTRACT
This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
Keywords: Online Language Teaching and Learning; Covid-19 pandemic; teachers' perceptions; Education & Educational Research; Linguistics. th
(Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1614384. Accessed on April 6 , 2022).
Answer question according to TEXTI.
I.As diferenças entre o inglês britânico e norte-americano estão somente relacionadas à questão de sotaque e pronúncia.
II.Por conta da grande produção e difusão de filmes, séries e músicas, o inglês americano sempre foi mais popular do que o inglês britânico.
III.Enquanto no inglês americano fala-se closet para armário, no inglês britânico fala-se wardrobe.
Está (ão) CORRETA (S) a (s) seguinte (s) proposição (ões).
Source: Reuters.com
Mark the alternative that presents a synonym of the word in bold.
Consider the sentences below:
I. I hired a maid last week.
II. I made my own boat.
The words in bold are:
Consider the sentence below:
"Today is Sunday and I'm off duty."
The synonym for OFF DUTY is:
is - in - possible - marriage - distance - maintain - despite - happy - your - it - opinion - , - to - a - the - ?
Choose the alternative that presents the words and punctuations correctly organized in the sentence.
1.(__)A Língua Inglesa é uma das mais importantes ferramentas de comunicação no mundo pós-moderno.
2.(__)A Língua Inglesa apresenta uma sólida tradição literária valorizada em diversos países, mesmo em alguns que não têm a Língua Inglesa como língua oficial.
3.(__)Apenas na última década do século XX, com o fenômeno da globalização e do neoliberalismo, a Língua Inglesa assumiu importância no cenário diplomático mundial.
A sequência CORRETA é:
1.I don't understand X people take so long to realize they're wrong.
2.So I don't like those Y prefer to hold a grudge rather than speak openly.
3. Z you go, I go! Just choose the city.
Fill the X, Y and Z and choose the correct alternative.
"I got this wrong, and I take responsibility for that [...]" (4º§)
The sentence can be rewritten with the same meaning in:
I.The word "perks" (4º§) could be translated as "benefícios".
II.The word "plowing" (2º§) can be an adverb.
III.The word "shrinking" (4º§) could be replaced by "lengthen".
Which one(s) is(are) correct?
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