"Decoloniality aims to break paradigms crystallized in sociocultural, political-economic, ethnic-racial, and gender/sexuality relations imposed by the processes of coloniality of power. In turn, the concept of coloniality of power (Quijano, 2000) clarifies that colonial relations in the economic and political spheres did not end with the destruction of colonialism. Coloniality, according to Maldonado-Torres (2007), is reproduced in a triple dimension: of power, knowledge, and being. […] But how does teaching English relate to the concept of decoloniality? Pardo (2019) explains that coloniality permeates everyday school life in public schools (but I believe we can extend this account to other contexts in which English circulates as the language of instruction or as the target language)." (Megale, 2020, p. 3)

MEGALE, A. O que é uma perspectiva decolonial de ensino em/de inglês?. ENTREVISTA. 25 de agosto de 2020. Disponível em: https://www. santillana.com.br/conteudos/o-que-e-uma-perspectiva-decolonial-de-ensino-em-de-ingles. Acesso em: 22 abr. 2025.

Judge the items as (T) TRUE or (F) FALSE about Decolonialism in English Language Teaching.

( ) It is not uncommon to come across questions about whether your English is British or American, whether you have ever lived in the United States, or which English rock band you prefer. According to Pardo (2019), these questions reveal issues of submission and subordination and demonstrate how much the issue of coloniality is still present in English language teaching today.
( ) It is emphasized that a model of native speaker to be imitated, usually the American or British, is still very present in language teaching and in teaching materials that do not "consider the diversity and multiplicity of epistemologies, cultures and English-speaking people around the world" (Pardo, 2019, p. 212).
( ) The United States and England are positioned as "'owners of knowledge´ and language, reiterating their epistemic privilege and the maintenance of the logic of coloniality". Therefore, it is necessary to break with the imposed logic that only hegemonic countries represent cultures and models of English speakers.
( ) Part of this process of decoloniality in English language teaching is related to the view that the role of the teacher is not the mere technical and utilitarian work of teaching English, but rather providing students with a linguistic education that is based on the concept that teaching a language is a political task that should aim to develop critical thinking and that, to this end, it must be committed to work that values difference, be it linguistic, political, social, ethnic or gender, as a pedagogical input and as a mark of our humanity.
( ) "When we realize that English is used as a language of interaction in more than 70 countries (Eberhard; Gary; Charles, 2020 apud Megale, 2020, p.3), the opportunity opens up for the histories and cultures of nonhegemonic countries to enter the school community".

Choose the CORRECT sequence. 

"Information technology provides teachers an endless choice of multimedia, software, applications and devices for creating more exciting, interactive lessons. […] Information Technology is indivisible part of education in the twenty-first century, when used correctly in the classroom, it can allow students to experience situations and circumstances that the students of 20 years ago could only dream about. Through technology, books and figures can suddenly become alive and applicable to the real world. In addition, information technology provides an even greater avenue for interaction between teacher and students. At the English lessons different videos, exercises, games, listening drills may be done. So, it makes learning English available to a wider range of learners as well." (Rodinadze; Zarbazoia, 2012, p.272)

RODINADZE, S., & ZARBAZOIA, K. The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching. Vol. 3, 2012, pages 271-275.

Choose the alternative that brings WRONG information about Information Technology in the classroom.

"Active methodologies encompass a broad framework of approaches, strategies, and learning activities that work with students' autonomy and creativity in the construction and application of knowledge. Among the active teaching-learning methods, the best known are: Flipped Classroom, Problem-Based Learning, Gamification, Hybrid Teaching, Project-Based Learning, Design Thinking, Cooperative Learning, Experiential Team Activity, Portfolio, films, storytelling, theatrical technique, technical visit, seminar, debate, case study, Verbalization Group and Observation Group, role-play, field practice, among others." (Moran, 2013; Pessoa et al, 2019; Leal et al, 2019; Nogueira et al, 2020 apud Nascimento; Oliveira-Melo, 2022, p.3)

NASCIMENTO, W. C.; OLIVEIRA-MELO, F. G. English language and active learning: challenges, experiences, and perspectives from teachers. Research, Society and Development, v. 11, n. 6, 2022. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/29345. Acesso em: 10 nov. 2024.

Choose the INCORRECT item about flipped classroom.

"The English language, the study of which is mandatory in High School (LDB, Art. 35-A i 4), must be understood as a globally used language due to its multiplicity and variety of uses, users, and functions in contemporary times, as defined in the BNCC for Elementary Education - Final Years." (BNCC, 2021, p. 476)

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Base Curricular Nacional Comum: Educação é a base. Ensino Médio. A área de Linguagens e suas Tecnologias, 2021. 


Choose the INCORRECT alternative regarding English language teaching, according to the BNCC.

The Curricular Guidelines for High School - MT (2012, p.90) approach some effects of global expansion of English language teaching around the world. According to them, the expansion of English in the world and its relationship with other languages was not something innocent. It is solidly rooted in the colonial period of the British Empire and in ideological arguments related to language teaching in the world to promote capitalist interests.

Mato Grosso. Secretaria de Estado de Educação. Orientações Curriculares: Área de Linguagens: Educação Básica. Cuiabá: Gráfica Print, 2012

From those considerations, it is CORRECT to say that:

Read the following excerpt from OCENs (2006, p.116):

"Activity B
A teacher brings an advertisement about Mother's Day, taken from a magazine. She asks students to read it and answer questions such as:

- Do the mothers represented in the advertisement resemble those you know? Why not?
- Which mothers are not represented in the advertisement?
- Which children will give presents to their mothers?
- How do the children get money to buy presents for their mothers?
- Who creates/produces these advertisements?
- Why do the people who produce the advertisements spend time and effort to ensure that the reader knows which product is available on the market?"

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.116.

Concerning Critical Literacy studies, choose the CORRECT alternative:

The Curricular Guidelines for High School (2006, p.87) propose new aims for Foreign Languages teaching.

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.87.

Choose the item(s) that point(s) those new aims.

I. To revisit the reflection on the educational role of foreign language teaching in High School and emphasize its importance.
II. To reaffirm the relevance of the notion of citizenship and discuss the practice of this concept in foreign language teaching.
III. To discuss the problem of exclusion in education in the face of "globalizing" values and the feeling of inclusion often associated with knowledge of foreign languages.
IV. To introduce theories on language (literacies, multiliteracies, multimodality, hypertext).
V. To provide suggestions for the practice of foreign language teaching through new technologies.

Choose the CORRECT alternative.

PCNs (2000, p.28) bring some competencies and skills to be developed in Modern Foreign Languages and make some reflection about what to teach.

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Parâmetros Curriculares Nacionais (Ensino Médio). Parte II - Linguagens, Códigos e suas Tecnologias. 2000. 

Choose the INCORRECT sentence about the discussion presented in PCNs (2000) about foreign language teaching.

"The multiliteracies approach in English Language Teaching in 21st Century Paradigm is a learning that has long been echoed in the world of education. However, there are still some people who are opaque about those multiliteracies. The teaching paradigm with a multiliteracies approach in this paper is defined as a strategic concept of English Language teaching that is not only limited to teaching language skills (listening, speaking, writing, and reading), but rather more complex in the practice of cultural and social accuracy. Thus, learning leads to cognitive, affective, and psychomotor enrichment through a variety of learning content that is integrated with social and cultural understanding of learners." (Siyaswati, 2019, p.1)

SIYASWATI. Multiliteracies Approach in English Language Teaching Paradigm in 21st Century. Advances in Social Science, Education and Humanities Research. Volume 434. Pages 90 - 96. Disponível em: https://www.atlantis-press.com/proceedings/iconelt-19/125939251. Acesso em: 03 mai. 2025. 

After reading Siyaswati´s definition of multiliteracies, judge the items as (T) TRUE or (F) FALSE about the role of multiliteracies in English Language Teaching (ELT).

( ) The multiliteracies pedagogy in ELT is inclusive, as it makes provision for learners with different learning styles and abilities as well as learners who struggle with conventional literacy skills.
( ) ELT pedagogy based on multiliteracies moves English language learning beyond just the acquisition of language skills, and supports the development of critical literacy.
( ) Multiliteracies try to integrate technologies (e.g., new literacies; digital m edia) in the classroom and are characterized by four pedagogical practices (situated practice, overt instruction, critical framing, and transformed practice), and cultural and social practices.
( ) ELT pedagogy based on multiliteracies considers language is still taught as a set of productive (speaking and writing) and receptive (listening and reading) skills.

Choose the CORRECT sequence.

"Grammar describes how we combine, organize and change words and parts of words to make meaning. We use rules for this description." (Spratt; Pulverness; Williams, 2005, p.5).

SPRATT, M.; PULVERNESS A.; WILLIAMS, M. The TKT – Teaching Knowledge Test Course. Cambridge University Press: Cambridge, 2005. 

Based on the concept of grammar, choose the INCORRECT sentence.

Interests in learning strategies began with the publication of papers collectively known as the "good language learner" studies (Cohen; Weaver, 1998). Since then, hundreds of studies have been generated that look at different aspects of learning strategies and their roles in language learning. In an effort to make sense of the huge database and numerous research findings in this area, Oxford (1990, as cited in Cohen; Weaver, 1998) differentiates learning strategies into four categories: cognitive, metacognitive, affective and social (Oxford, 2002, p.121).

Oxford. L.Language Learning Strategies in a Nutshell: Update and ESL Suggestions.In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 11 - pages 121 -132.

Identify the learning strategies as exposed by Oxford (2002) by matching each definition to the CORRECT category.

1. Cognitive
2. Metacognitive
3. Affective
4. Social

( ) This strategy deals with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
( ) This strategy involves the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
( ) This strategy refers to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
( ) This strategy serves to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.

Choose the CORRECT sequence. 

"Teachers may wonder "which way they ought to go" before they enter a classroom. This usually means that teachers need to plan what they want to do in their classrooms. So, lesson planning involves decisions about the pedagogical dimensions of the lesson. But another important aspect of a lesson concerns the management of learners during the lesson. This includes eliciting students´ attention, maintaining their engagement in the lesson, and organizing them into pairs or groups." (Farrell, 2002, p.30)

FARRELL, T. S. C. Lesson Planning In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 3 - pages 30-39.

After reading about the importance of lesson planning, match the CORRECT information to the number in the following Lesson Plan.



( ) 1. Reading materials - article from a book on sports 2. Television 3. Whiteboard
( ) To teach the students how to skim for main idea of the passage - identify key words.
( ) Students have learned how to locate information by reading and finding the main sentence of each paragraph.
(  ) 
( ) 

( ) Arouse interest. Activate schema for sport
( ) 



Choose the CORRECT sequence.

According to some applied linguists, CLT was a very important approach, but it has some critical points that should be considered. 

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.

Choose the item(s) that point(s) the criticism to the CLT approach.

I. Difficulties in defining which functions of language (or which tasks) should be presented to students (and in which sequence).
II. Dividing teaching into functions of language or tasks brings the negative argument of teaching atomization, i.e., of breaking the language in small pieces that do not form a coherent whole.
III. The debate if it is possible to have "real-life communication" in a classroom setting.
IV. The inability of CLT to adapt to the various contexts of language teaching, such as cultural contexts that posit a hierarchy between students and teachers.

Choose the CORRECT alternative.

Concerning the history of teaching English as a foreign language, in the 70s, teachers faced another approach to teaching. Language was not seen as a set of sentences anymore, but as a set of communicative events.

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025. 


Judge the items as ( T ) TRUE or ( F ) FALSE according to the Communicative Approach.

( ) Instead of organizing the syllabus based on grammar topics (simple past, simple present, if clauses, etc.), the organization is focused on developing students´ communicative competence.
( ) Classes based on Communicative Language Teaching (CLT) tend to be more teacher-centered, with a greater emphasis on teacher-student interactions and situations where the language must be used by students for communicative purposes.
( ) Errors are viewed as part of development, and most of the time are not corrected immediately. ( ) The role of the teacher in CLT is to promote situations where students need to communicate in their mother tongue.
( ) Students must be exposed to authentic materials, that is, language as it is actually used in daily routines in the real world.

Choose the CORRECT sequence.

"Teaching is characterized by many factors, such as teachers´ beliefs, preferences, personalities, and one of the factors that mostly influences teaching is the method, which holds systematic procedures prescribed to the teacher based on linguistic theory or legal documents." (Piazza, 2024, p.3)

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.

According to Larsen-Freeman and Anderson (2011, p.38 apud PIAZZA, 2024, p. 5), in a class based on the GrammarTranslation method, the "fundamental purpose of learning a language is to be able to read literature written in the target language".

Choose the item that IS NOT applied to the Grammar-Translation method.

Em relação à opção metodológica indicada pelos PCNs, a proposta é tomar o conhecimento linguístico do aluno como ponto de partida para definir o que será desenvolvido, considerando o valor da linguagem nos diferentes círculos sociais (PCN - EM, 1998, p. 17). Com base nesse princípio, as tarefas de ensino da língua na sala de aula devem:

Os PCN (1998, p. 24) adotam uma perspectiva sociointeracionista da linguagem. Segundo essa perspectiva, "a língua é um sistema de signos histórico e social que possibilita ao homem significar o mundo e a realidade. A partir disso, essa perspectiva da linguagem pressupõe que:

Considerando a concepção de linguagem apresentada no texto, é INCORRETO afirmar que: 

Com base na concepção discursiva de linguagem defendida no texto, é CORRETO afirmar que:

Na última estrofe, o poeta afirma: "Senão, que restará de ti, nadador? / Nada, nadador." Nesse trecho, o valor argumentativo decorre da: