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So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o excerto a seguir, extraído do art. 28 da Lei no 13.146/2015 (que institui a Lei Brasileira de Inclusão da Pessoa com Deficiência/Estatuto da Pessoa com Deficiência):
Incumbe ao poder público assegurar, criar, desenvolver, implementar, incentivar, acompanhar e avaliar: [...]
I. _____________________ que institucionalize o atendimento educacional especializado, assim como os demais serviços e adaptações razoáveis, para atender às características dos estudantes com deficiência e garantir o seu pleno acesso ao currículo em condições de igualdade, promovendo a conquista e o exercício de sua autonomia; [...].
Assinale a alternativa que preenche corretamente a lacuna.
Coluna A
I.Igualdade de condições.
II.Liberdade de aprender.
III.Valorização dos profissionais da educação.
IV.Gestão democrática.
V.Garantia de padrão de qualidade.
Coluna B
A.Participação da comunidade escolar nas decisões.
B.Reconhecimento da importância do trabalho docente.
C.Acesso e permanência do aluno na escola.
D.Ensino com liberdade de pensamento e expressão.
E.Oferta de ensino com qualidade mínima assegurada.
Assinale a alternativa com a associação CORRETA:
I.O atendimento deve ser pautado pela cordialidade e respeito.
II.A comunicação clara evita conflitos e mal-entendidos.
III.Proporcionar atendimento diferenciado, baseado em preferências pessoais.
IV.O sigilo de informações deve ser preservado no ambiente escolar.
Estão CORRETAS:
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