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Questões de Concursos Ensino da Língua Estrangeira Inglesa

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261Q1023580 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Florianópolis SC, FURB, 2023

Texto associado.

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

Read the following statements about English and language conceptions:

I.The official document called 'BNCC' treats the English language, prioritizing the focus on the social and political function of the language, in its status as a língua franca.

II.According to BNCC, the concept of English as a foreign language is heavily criticized for its Eurocentric bias.

III.According to BNCC, other language concepts such as international language, global language, additional language and língua franca are more up to date and because of that the term 'foreign language' should be left in the past and never be used in any type of context.

It is correct what is state in:

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262Q1023837 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Portuguesa Ingleasa, IFN MG, IV UFG, 2024

Leia o texto a seguir.

(...) o inglês tem se tornado cada vez mais importante como meio de comunicação internacional. Assim, é muito importante para seus alunos desenvolver uma atitude positiva em relação à língua e ao conhecimento para usá-los com êxito. Precisam desenvolver estratégias de aprendizado para que esse aprendizado continue fora da sala de aula tanto quanto dentro dela.

HOLDEN, S. O ensino da língua inglesa nos dias atuais. São Paulo, SBS, 2009, p. 12.


Partindo da perspectiva de Susan Holden, a respeito do ensino de língua inglesa, o falante não nativo de inglês
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263Q1024100 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de São João do Oeste SC, AMEOSC, 2024

An educator is designing a curriculum that emphasizes critical analysis and advanced problem-solving skills. To optimize the teaching-learning process, the educator plans to integrate both formative and summative assessments strategically. The goal is to facilitate continuous learning while accurately measuring student achievement at the end of the course.
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264Q1023589 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Braço do Norte SC, Unesc, 2023

O ensino de Língua Inglesa como X representa uma abordagem que reconhece o inglês não apenas como uma língua estrangeira, mas como uma ferramenta de comunicação global entre pessoas de diferentes línguas. Nessa perspectiva, o foco vai além da aquisição de uma cultura específica ou da reprodução de padrões linguísticos tradicionais, priorizando a eficácia da comunicação intercultural. No contexto de ensino de Língua Inglesa como X, o objetivo principal é capacitar os alunos a se comunicarem de forma clara e eficaz em situações diversas, onde o inglês é usado como um meio de interação internacional. Isso implica uma abordagem flexível que valoriza a compreensão mútua acima da conformidade rígida com normas linguísticas específicas.

Marque a alternativa que substitui corretamente o X no texto acima.

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265Q1022090 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Portuguesa, Prefeitura de Santa Helena SC, AMEOSC, 2024

The Base Nacional Comum Curricular (BNCC) emphasizes formative assessment as a key strategy to support student progress. Which of the following practices best aligns with formative assessmentprinciples in the English language classroom?
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266Q1023894 | Inglês, Ensino da Língua Estrangeira Inglesa, Português Inglês, Prefeitura de Salgueiro PE, IGEDUC, 2024

Julgue o item a seguir.

It's important to understand that the language in use is practical and dynamic. Therefore, when studying a language, we have to consider its characteristics in actual use rather than just focusing on theoretical aspects or prerequisites, such as specific linguistic knowledge.
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267Q1023897 | Inglês, Ensino da Língua Estrangeira Inglesa, Português Inglês, Prefeitura de Salgueiro PE, IGEDUC, 2024

Julgue o item a seguir.

De acordo com a Base Nacional Comum Curricular (BNCC), devemos desenvolver o processo de aprendizado da língua inglesa de forma espontânea e natural, desde que contemple 5 diferentes eixos. São eles: Oralidade, escrita, leitura, dimensão intercultura e conhecimentos linguísticos.
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268Q1023917 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Princesa SC, AMEOSC, 2024

Considere a seguinte situação abaixo:

Você, como professor da Educação Básica, é convidado para ministrar uma palestra em sua escola sobre "Estratégias Inovadoras para o Desenvolvimento da Oralidade em Língua Inglesa". Durante a palestra, é necessário abordar desafios específicos e estratégias avançadas para promover a proficiência oral em inglês entre os estudantes da Educação Básica.

A partir da situação descrita, identifique a alternativa mais alinhada com as discussões na palestra.

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270Q1024190 | Inglês, Ensino da Língua Estrangeira Inglesa, Educação Infantil, InoversaSul, CESPE CEBRASPE, 2025

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A abordagem lexical (lexical approach) se distingue por conferir ao léxico a posição de elemento central no processo de ensino-aprendizagem de uma língua estrangeira. De fato, esse elemento da língua tem um alto valor, uma vez que perpassa as quatro habilidades linguísticas, configurando-se em fator determinante para a comunicação.

Internet:<teses.usp.br/tese> (com adaptações).

Acerca da abordagem lexical no âmbito do ensino de língua inglesa, julgue o item que se segue.

De acordo com a abordagem lexical, o professor ensina adequadamente um novo vocabulário ao pedir aos alunos que traduzam palavras isoladas e memorizem suas traduções.

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271Q1024703 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, SEE PB, IDECAN, 2025

The expansion of the concept of literacy, also conceived within the social practices of the digital world — where knowledge of the English language enhances opportunities for participation and circulation — brings together and intertwines different semiotic systems and languages (verbal, visual, bodily, audiovisual) in a continuous process of contextualized, dialogical, and ideological meaning-making. This is referred to as
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272Q1022934 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

What is the primary goal of using pre-reading activities in the classroom?
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273Q1023194 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Inglesa, Prefeitura de Santa Leopoldina ES, IDCAP, 2024

A primeira língua franca de que se tem conhecimento é do século XVII, utilizada na região do Mediterrâneo devido à necessidade de comunicação para o comércio na região. Atualmente, o contexto sociolinguístico mundial apresenta a língua inglesa como língua franca, e esta aparece de forma linguística e culturalmente diversa. Com o acesso às novas tecnologias, o inglês se tornou a língua escolhida para aflorar em primeiro plano em muitas das atividades da sociedade atual. Sobre adefinição do Inglês como Língua Franca (ILF), assinale a alternativa CORRETA.
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275Q1023764 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Iguaraçu PR, UNIVIDA, 2024

When we learn a language, there are some skills that we need for it. They are essential components of language proficiency and are typically emphasized in language learning and teaching programs to ensure learners develop well-rounded communicative abilities. Read the skills definitions and match to their name.

- It is the verbal expression of your thoughts and ideas.

- It refers to understanding, interpreting, and analyzing the speaker's message.

- It helps understand different texts, their context and inference.

- It involves presenting your thoughts in the form of text in a structured and organized manner.

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276Q1023839 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Portuguesa Ingleasa, IFN MG, IV UFG, 2024

In a recent interpretation of the learning objectives of communicative language teaching, Savignon (2002, p. 114– 115) considers the five goal areas, (known as Five Cs: communication, cultures, connections, comparisons, and communities) agreed upon as National Standards for Foreign Language Learning in the United States as representing a holistic, communicative approach to language learning. In this way, the cultures goal area
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277Q1024102 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de São João do Oeste SC, AMEOSC, 2024

An educator teaching a diverse graduate-level class aims to foster a collaborative and inclusive learning environment that accommodates various cultural backgrounds, learning styles, and abilities. She seeks to implement evidence-based strategies that not only encourage mutual respect and understanding among students but also actively engage them in the learning process. Which of the following approaches best achieves this goal by integrating principles of social interdependence theory and universal design for learning (UDL)?
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278Q1023596 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Caçador SC, FEPESE, 2024

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Predicting the unpredictable


Some years ago, a devastating earthquake struck the Italian town of L’Aquila. More than 300 people lost their lives, over 1,500 people were injured, and many buildings were destroyed. Two years later, seven earthquake experts were involved in a court case: Did they adequately warn the public after the initial tremors began? At the heart of the debate is whether they could have predicted a disaster like this.


Although a lot of scientists are working to improve our ability to predict natural disasters, so far no one has come up with a reliable method to forecast earthquakes or volcanic eruptions, days or weeks beforehand. Most of the research focuses on the areas most likely to experience seismic activity – but even our knowledge about where these areas are, is very limited. One reason for this is that human beings have only been around for a very small part of the Earth’s history. In geological terms, we all arrived on the scene very recently. Records from the past 2,000 years are incomplete, and the biggest earthquakes nearly always happen in areas where there have been no earthquakes in recorded history.


So, is there any hope for improving our ability to predict disasters? A solution may come from an unexpected source. Four years ago, a team of US physicists at Rutgers University in New Jersey were studying why pharmaceutical powders stick together. They observed that the powder stuck together when placed in a spinning cylinder, but then developed cracks and collapsed. Just before the cracks developed, an electric signal, like a small bolt of lightning, was created. The scientists repeated the experiment with a wide range of different materials, and they got similar results every time.


This phenomenon might also exist in nature. Some scientists believe that rocks may become electrically charged under unusual pressure, such as before an earthquake. This electric charge then causes changes in the surrounding air or water, which animals may be able to sense before humans do. For example, while biologists were studying a colony of frogs in a pond near L’Aquila, they noticed that nearly all the animals left the water days before the earthquake. A similar thing happened in China, when snakes were hibernating for the winter in caves, but escaped just before a large earthquake. The same kind of electric charge, like the small bolt of lightning felt in the experiment at Rutgers, may have been responsible.


At the moment, there is no reliable way ............ using such findings to predict earthquakes, and further studies may be necessary to give us a better understanding of the interactions involved, but one day, the technology may be used ............ predict future catastrophes. For example, two science institutions in Russia and Britain are already developing a new micro-satellite, which could detect these electric signals and help rescue people ................ natural disasters in time. Scientists are planning to launch the first of these satellites ............... space. Will these satellites be the solution? Only time will tell. For the time being, the best defense is to be prepared.
Active Learning Strategy is a teaching technique that increases student engagement in daily lessons. This technique can also help teachers to become more actively engaged in how they teach the curriculum and how they develop each student’s learning potential.
Choose the alternative that presents an active learning strategy.
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279Q1068404 | Inglês, Ensino da Língua Estrangeira Inglesa, Magistério Inglês, EsFCEx, VUNESP, 2024

Texto associado.

Leia o texto, para responder à questão.


This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.



(Journal of Language and Linguistic Studies, 18(Special Issue 1),

556-568; 2022. Adaptado)

Os “gêneros textuais”, dentre eles os gêneros acadêmicos, têm sido foco frequente em materiais didáticos para o ensino-aprendizagem de Língua Inglesa no Brasil. Tal abordagem para o ensino da língua estrangeira justifica-se uma vez que:

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280Q1023101 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Lorena SP, Avança SP, 2024

Total Physical Response (TPR) is based on the idea that language learning is most effective when it involves:
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