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Canale and Swain proposed a model of communicative
competence that includes four types of competence:
grammatical, sociolinguistic, discourse, and strategic,
each playing a fundamental role in the effective use of
language.
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The teaching of English language in elementary school,
according to the BNCC, prioritizes an ideal model of
speaker, seeking aspects such as correctness, precision,
and linguistic proficiency.
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In the process of reading texts in a foreign language like
English, it's essential to have a broad vocabulary
knowledge to fully comprehend the text, since the use of
authentic texts in the classroom requires students to be
able to decode them without any issues, it makes it
possible to effectively approach the text in class.
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Studies related to reading strategies highlight that the
reader's prior knowledge does not significantly influence
the comprehension of reading texts in a foreign language.
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Educational objectives, contrary to being mere formalities,
constitute the backbone of pedagogical planning,
demanding deep reflection from the teacher regarding
their practice, the content, materials, and methods used,
as well as systematically and intentionally guiding the
teaching-learning process towards broad and specific
goals.
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The learning psychology proposes that the role of the
teacher is essentially to teach, while that of the student is
to learn, serving as a bridge between these processes.
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The Linguistic Knowledge axis, according to the BNCC
text, prioritizes the study of English language in a
contextualized manner, considering notions such as
"adequacy," "standard," and "linguistic variation".
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According to Federal Decree N. 11,556, dated June 12,
2023, one of the implementation strategies of the
Commitment is to address regional, socioeconomic,
ethnic-racial, and gender inequalities.
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The teaching of English language in elementary school,
according to the BNCC, disregards the impact of culture
on the teaching-learning process of the language.
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According to Hymes, to be considered competent in
communicative terms, it is not sufficient to only know and
use the phonology, syntax, and lexicon of the language,
but it is also necessary to understand and apply the
specific discourse rules of the community in which one is
situated.
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According to Federal Decree N. 11,556, dated June 12,
2023, the implementation of the Commitment is the
exclusive responsibility of the Ministry of Education,
without the need for coordination with other federative
entities.
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Learning is an exclusively natural and instinctive process,
not influenced by cultural or educational experiences.
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The emergence of interest in teaching languages for
specific purposes, such as instrumental English, after
World War II, was influenced by the development of
research in areas such as sociolinguistics and
educational psychology.
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Effective text comprehension only occurs if there is
correspondence between the activated knowledge in the
text and the reader's world knowledge.
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Adverbial phrases in English can be composed exclusively
of an adverb as their central element which does not
modify directly a verb. For example: The weather forecast
predicted rain quite soon.
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The purpose of teaching is to prioritize the accumulation
of knowledge, valuing a mind filled with information which
is the only possible way to achieve problem solving skills
as it can be observed in classrooms.
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The use of colored pens when returning assessments
helps students focus their attention on specific points of
the document. For instance, using a red pen will help the
student pay attention to the mistakes made and learn
from them.
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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive,
promoting self-management and the freedom of students
in their learning.
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The concept of social skills, currently used in education,
encompasses a set of actions and attitudes of the
teacher in the classroom to promote student motivation,
manage discipline, and make the learning process more
engaging.
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Integral Education, as an educational concept, prioritizes
only the intellectual development of students, neglecting
other important dimensions.
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