Orlando and Ferreira (2013) discuss the contributions of new literacies and multiliteracies studies to teacher education regarding identity issues. The authors, based on New Literacies theory, defend that the role of the language teacher in contemporary society is to: A) acknowledge ethnic, linguistic, identity and cultural diversity, but refrain from using texts that approach such themes in the classroom. B) bring different texts to the classroom involving multimodality, such as videos, images, sounds, etc. to approach language learning and structure practice. C) avoid approaching themes such as prejudice, inequalities and social justice in the language classroom as these themes may cause discomfort for some students. D) follow the activities proposed by the students’ books without questioning issues related to identity, race or gender in order to avoid discussions and misunderstandings. E) deconstruct monocultural and exclusionary thoughts and practices to reconstruct them from a critical and reflexive perspective about the theme being discussed in class.

E) deconstruct monocultural and exclusionary thoughts and practices to reconstruct them from a critical and reflexive perspective about the theme being discussed in class.

Questões Inglês Interpretação de Texto Reading Comprehension

Orlando and Ferreira (2013) discuss the contributions of new literacies and multilitera...

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1Q1023863 | Inglês, Interpretação de Texto Reading Comprehension, Docente I Língua Estrangeira Inglês, Prefeitura de Maricá RJ, COSEAC, 2024

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Orlando and Ferreira (2013) discuss the contributions of new literacies and multiliteracies studies to teacher education regarding identity issues. The authors, based on New Literacies theory, defend that the role of the language teacher in contemporary society is to:

✂️ a) acknowledge ethnic, linguistic, identity and cultural diversity, but refrain from using texts that approach such themes in the classroom.
✂️ b) bring different texts to the classroom involving multimodality, such as videos, images, sounds, etc. to approach language learning and structure practice.
✂️ c) avoid approaching themes such as prejudice, inequalities and social justice in the language classroom as these themes may cause discomfort for some students.
✂️ d) follow the activities proposed by the students’ books without questioning issues related to identity, race or gender in order to avoid discussions and misunderstandings.
✂️ e) deconstruct monocultural and exclusionary thoughts and practices to reconstruct them from a critical and reflexive perspective about the theme being discussed in class.