Questões de Inglês — SME - SP 2016

According to Jordão (2013), critical pedagogy differs from structuralist pedagogies because, among other reasons, it

According to Duboc (2016, p. 62), critical literacy differs from critical reading as the former holds that:

Critical literacy emphasizes the need to use language as a vehicle for social change. One of the strategies a teacher may use for this purpose is

In a classroom situation in which the student asks the teacher if British or American pronunciation should be preferred, the most adequate answer the teacher should give, from a postcolonial orientation, is:

Passage 4 suggests that a transformative perspective to ESOL teacher education requires that teachers become more

As regards Passage 2, analyse the assertions below: I. A critical orientation may include a transformative view. II. Critical and transformative perspectives in ESOL are indistinguishable. III. Transformative perspectives are wider than critical orientations. Choose the correct answer:

Critical literacy supporters tend to see the discourse of “the now ‘classic’ critical pedagogies of the 80s and 90s” (Jordão, 2013, p. 290) as being

Duboc (2016, p. 65) mentions three generations of evaluation practices. Match the frameworks and the focus of their methods: 1- Behaviorism 2- Constructivism 3- Sociocultural theories ( ) Learner-centered methods ( ) Language-centered methods ( ) Learning-centered methods Indicate the option that shows the correct matching, from top to bottom.

Bohn (2013, p. 83 and 90) argues that in Brazil teacher identity has been strongly influenced by

In the passage “To be relevant, learning processes need to recruit, rather than attempt to ignore and erase, the different subjectivities, interests, intentions, commitments, and purposes that students bring to learning” (L.17-20), the author implies that teachers should

From the point of view of more recent pedagogies, the teacher’s statement is rather

It is currently assumed that the teaching/learning of English as a Foreign Language in Brazilian public schools has not been successful (Jordão, 2013, p. 286-287). Read the statements below and mark them as TRUE (T ) or FALSE (F ). ( ) Teachers’ lack of qualification may contribute to this perception. ( ) This is because local cultures and discursive practices are disregarded. ( ) To solve this problem, basic rules of grammar and vocabulary should be taught. The statements are, respectively:

In the context of Text 4, the fragment “Yet, research also suggests that accessing this array of rewards can be difficult.” introduces (an)

Read the following extract from Text 1: “Multiliteracies recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies.” (L.11-14) The alternative from Lotherington (2006) that has some analogy to this passage is:

Consider the following statement: “the teaching of a foreign language [...] tends to place ‘non-natives’ locally involved in the process of teaching/learning in a subordinate position when confronted with the authority attributed to the ‘natives’ in what is considered ‘their own language’” (our translation) (Jordão, 2013, p. 280). Here, the writer is attributing this view to

New critical literacy assessment is discussed by Duboc (2016). The only statement that does not reflect this view of assessment is:

As regards critical learning, the function of this cartoon is to

A poststructuralist view of language teaching/learning tends to support the notion that identities are

The following sentences present information provided in each of the passages from Text 2. Read them, add the corresponding number of each passage (1 to 4), and mark the option that presents the correct sequencing: ( ) Both perspectives attribute value to reflection. ( ) The classroom should be seen as part of a wider context. ( ) ELF teachers are stimulated to reflect on their own teaching. ( ) ELF studies have had great impact on English language teaching.

Based on Siqueira (2011), analyse the statements below. I. ELF has derived from “native” speakers and is a unique variety of English. II. Most interactions in ELF today are between “non-native” speakers. III. ELF has become a diverse, multiple and nomad language. IV. It is possible to codify a general variety of ELF. Choose the correct answer:

The following exercise, posted on the Internet, asks students to listen, repeat the words and memorize them This exercise illustrates

Match the strategies offered below to the different teaching perspectives. 1- Multiliteracies posture 2- The Audio Lingual method 3- The Grammar-Translation method 4- Communicative Language teaching ( ) Presenting target-language reading passages and answering questions that follow. ( ) Discussing cultural diversity through different means such as written texts and blogs. ( ) Repeating patterns until students are able to form new habits in the target language. ( ) Offering students authentic materials that may function as triggers for classroom interactions. Mark the option which indicates the correct matching, from top to bottom.

The assessment tool that is in line with a critical literacy posture is

The digital age has been disrupting the normative structures of education in many ways. According to Bohn (2013, p. 97), one of the challenges language educators now face is

The statement that best addresses a poststructuralist view of teaching English as an International Language in Brazilian public schools is:

The options below offer statements that agree with constructions of multiliteracies, as presented by Text 1, except:

The phrase “stunted professional growth” implies that professional growth may be

The move from English as a Foreign Language (EFL) to English as a Lingua Franca (ELF) has promoted

Text 4 focuses on identity construction. Read the statements and mark them as TRUE (T ) or FALSE (F ). ( ) Professional identity results from a specific discursive model; ( ) Developing an identity is not a simple and effortless endeavor; ( ) Professional identities, including those of new English teachers, are in a constant flux. The statements are, respectively:

From a Foucaultian perspective, classroom practice should consider as a key element