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    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.

    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

     • Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

    • Large use of certain verbs of high semantic generality, such as do, have, make, put, take.     

    • Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.

(Jeremy Harmer. The practice of English language teaching. Adaptado)

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A partir da leitura do livro Hipermodernidade, multiletramentos e gêneros discursivos, é possível dizer que os gêneros textuais, os gêneros do discurso e a tipologia textual são construtos cada vez mais importantes para o professor, especialmente aquele que ensina línguas.

(ROJO, R. e BARBOSA, J. P. Hipermodernidade, multiletramentos e gêneros discursivos.)

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The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?

(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).

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    The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly top-down exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.

(KUMARAVADIVELU, B. Beyond methods: macrostrategies for language teaching. Adapted)

II. Texto de interpretação para resolução de questões de INGLÊS

February 25, 2019

By LiseAlves, Senior Contributing Reporter RIO DE JANEIRO, BRAZIL - Exactly one month after Brazil's most deadly mining disasters, firefighters and volunteers still search for at least 131 people still missing under tons of mud left behind after adam in the Feijão mining complex, owned by Brazilian giant, Vale, gave way on January 25th. So far 179 corpses have been retrieved and identified.

"The search starts at 5 am, when the teams get up. At 6:30 am, we gather for directions, a safety briefing and guidelines of what will be dane throughout lhe day. The teams are then taken into the field," firefighter Lt. Col. Anderson Passos tells journalists.

"At the end of lhe day, when the teams return, they give us feedback on how lhe search went. We then hold a meeting to plan lhe next day and everything repeats itself," concluded the official.

(Adapted from: https://riollmesonline.com/brazil-news/río-po!ítics/month-after-brumadínho-dam-tragedy-131-still-míssing/)

O texto a seguir é referência para a questão.

How the American Dream has changed

The phrase ‘American Dream’ was officially coined just under 90 years ago in a book called The Epic of America by James Truslow Adams. He argued it was “that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.”

Today: No single American Dream?

For some today the American Dream means a chance for fame and celebrity, while for others it means succeeding through the old adage of family values and hard work. Still others believe that the American Dream just represents a world closed to all but the elite with their wealth and contacts […]. Meanwhile, surveys have found that almost half of all millennials believe the American Dream is dead. In an ever-changing country, the idea of what the American Dream means to different people is changing too.

(Disponível em: https://www.msn.com/en-us/news/other/what-the-american-dream-looked-like-the-decade-you-were-born/ss-AABbxjy)