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511Q1021921 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

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The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers and their careers, from training to work routine and 20 classroom pedagogical practices.

Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led by qualified teachers.


(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
Read the statements below.

I. A transition movement in the educational system has been happening due to facts like technology in schools, globalization, digitalization and the growing emphasis given to emotional and social abilities.

II. Bridging different people and cultures and being a highly demanded skill in the job market, the proficiency in English has become indispensable and justify the need for an excellent education in the language.

III. English language has become a mandatory subject at the secondary level in public schools and it is optional in private schools.

IV. A positive impact in the efficiency of English instruction in Brazil is believed to happen as a result of the current reforms in the educational system.

The true statements are
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

512Q1023715 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Matinhas PB, CPCON, 2024

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READ THE FOLLOWING TEXTTO ANSWER QUESTION.

TEXT 4

According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […].

To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources.


(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)

Which one of the following options can substitute the word “entirely” (line 11), without change in meaning?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

513Q1023716 | Inglês, Preposições Prepositions, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

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Failed policies and false promises bedevil multilingualism in South Africa

Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...] In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a school. Where the language they choose is not available, parents can apply to the provincial education department to provide instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military, because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...] Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Read the sentences below and mark the one that presents a preposition of time.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

514Q1021926 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

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Conclusions and Recommendations


Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and considering the results of the surveys conducted with universities and teachers in both states, some conclusions and recommendations could be drawn.

Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.

Another important consideration is the link between initial training for English teachers and how it interacts with the routines and challenges of the classroom. There is room for improvement when considering the mismatch between the programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and communication between State Education Departments and the teacher training programs at universities.

Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully prepared to be teachers and face all the challenges of a classroom.

Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their contracts.

The surveys with teachers demonstrated that many have never participated in a professional development session specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues and areas that English teachers identify as most critical.

Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso, there is already a movement to increase the importance of the discipline.

While Minas Gerais has developed a few specific training courses for English teachers focused on improving their pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in English.

In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State Education Departments.


(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
Read the statements below.

( ) It is possible to say that the lack of continuing educational courses for English teachers influences poor pedagogical practices in school.

( ) The author expresses optimism for new pedagogical practices and teacher training in view of the changings that have taken place in curricula and educational policies.

( ) “Pathwaysfor Education” and “More English” are printed material resources developed for teachers’ pedagogical improvement.

( ) Essential foundations have been laid to position English training as a vital discipline for integral students’ development. Nevertheless, there is still a lot of work and resources needed to achieve this objective.

The sequence is correct only in
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

515Q1022962 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

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TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Banning AI chatbots from school wi-fi and buying AI-detection software are measures that have shown to be
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

516Q1021946 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Guaraciaba do Norte CE, CONSULPAM, 2024

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POLITICAL POLLS


Despite their popularity, political polls, often seen on TV during elections, sometimes give _______1 results, and some Americans question their _______ 2 .

_______ 3 both 2016 and 2020, most national polls overestimated support for Democrats. Polls aim to show what people think at a certain time but can be tricky to predict future outcomes accurately.

Mallory Newall explains that reliable polls focus on understanding public opinions rather than just predicting election winners. She warns _______4 reading too much into small differences in polls, especially far _______5 election day. Red flags for bad polls include _______6 the right people and not being clear about how the data was collected.

Polling methods _______ 7 since 2016, with more surveys done on line. Online surveys may influence results; however, concerns remain about reaching everyone, especially in rural areas without good internet. Although _______8 challenges, polls remain important _______9 public opinion.

Source:

https://www.newsinlevels.com/products/political-polls-level-3/

The blank numbered as “8” could be CORRECTLY filled with:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

517Q1024511 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Sete Barras SP, Avança SP, 2024

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Read the news article to answer question.


Schools closed, warnings issued as Asia swelters in extreme heatwave


South and Southeast Asia braced for more extreme heat on Sunday as authorities across the region issued health warnings and residents fled to parks and air-conditioned malls for relief.

A wave of exceptionally hot weather has blasted the region over the past week, sending the mercury as high as 45 degrees Celsius (113 degrees Fahrenheit) and forcing thousands of schools to tell students to stay home.

The Philippines announced on Sunday the suspension of in-person classes at all public schools for two days after a record-shattering day of heat in the capital Manila.

In Thailand, where at least 30 people have died of heatstroke so far this year, the meteorological department warned of "severe conditions" after temperatures in a northern province exceeded 44.1C (111.4F) on Saturday.

And in Cambodia, Myanmar, Vietnam, India and Bangladesh, forecasters warned that temperatures could exceed 40C in the coming days as people endured searing heat and stifling humidity.

"I dare not go out in the daytime. I am worried we would get heatstroke," said a 39 year-old cashier in Myanmar’s Yangon who gave her name as San Yin.

She said she has been going to a park with her husband and four-year-old son at night to escape the heat of their fourth-floor apartment.

"This is the only spot we can stay to avoid the heat in our neighbourhood," she said.

Global temperatures hit record highs last year, and the United Nations weather and climate agency said Tuesday that Asia was warming at a particularly rapid pace.


France24. (2024, April 28). Schools closed, warnings issued as Asia swelters in extreme heatwave. Retrieved from: https://www.france24.com
The term "heatstroke" is mentioned more than once in the news article. Which of the following is the most accurate definition of heatstroke?
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

518Q1024574 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Catuípe RS, OBJETIVA, 2024

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Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Regarding the text, check the CORRECT item:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

519Q1024338 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de São Benedito CE, CETREDE, 2025

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Read Text II and answer question

TEXT II

Uses of AI in Education

In May 2023, the U.S. Department of Education released a report titled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The department had conducted listening sessions in 2022 with more than 700 people, including educators and parents, to gauge their views on AI. The report noted that “constituents believe that action is required now in order to get ahead of the expected increase of AI in education technology – and they want to roll up their sleeves and start working together.” People expressed anxiety about “future potential risks” with AI but also felt that “AI may enable achieving educational priorities in better ways, at scale, and with lower costs.

AI could serve – or is already serving – in several teachingand-learning roles, for instance: instructional assistants: AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring or instructional assistants that can help explain difficult concepts to students. AI-based feedback systems can offer constructive critiques on student writing, which can help students fine-tune their writing skills. Some research also suggests certain kinds of prompts can help children generate more fruitful questions about learning. AI models might also support customized learning for students with disabilities and provide translation for English language learners; and teaching assistants: AI might tackle some of the administrative tasks that keep teachers from investing more time with their peers or students. Early uses include automated routine tasks such as drafting lesson plans, creating differentiated materials, designing worksheets, developing quizzes, and exploring ways of explaining complicated academic materials. AI can also provide educators with recommendations to meet student needs and help teachers reflect, plan, and improve their practice.

Along with these potential benefits come some difficult challenges and risks the education community must navigate. For example, both teachers and students face the risk of becoming overly reliant on AI-driven technology. For students, this could stifle learning, especially the development of critical thinking. This challenge extends to educators as well. While AI can expedite lesson-plan generation, speed does not equate to quality. Teachers may be tempted to accept the initial AI-generated content rather than devote time to reviewing and refining it for optimal educational value.

In light of these challenges, the Department of Education has stressed the importance of keeping “humans in the loop” when using AI, particularly when the output might be used to inform a decision. As the department encouraged in its 2023 report, teachers, learners, and others need to retain their agency. AI cannot “replace a teacher, a guardian, or an education leader as the custodian of their students’ learning,” the report stressed.

Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
As regards text II, analyze the assertions below.

I. AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring; however, AI-based feedback systems cannot help students fine-tune their writing skills.
II. According to some research, certain kinds of prompts can help children generate more fruitful questions about learning.
III. As a teaching assistant, AI can execute many automated routine tasks that keep teachers from investing more time with their students, such as drafting lesson plans and designing worksheets.

Choose the CORRECT answer.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

520Q1022813 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Sobradinho BA, AEVSF FACAPE, 2024

Qual é a alternativa em que há somente verbos modais?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

521Q903013 | Inglês, Língua Inglesa, Prefeitura de Ubajara CE, CETREDE, 2024

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Text I: 'Quiet quitting' isn't really quitting


Clocking out at 5 p.m. on the dot, only doing your assigned daily tasks, limiting chats with colleagues and not working overtime. These are the distinctive features of "quiet quitting," a term coined to describe how people are approaching their jobs and professional lives differently to manage burnout.

The phrase, which isn't actually intended to lead to a resignation, exploded into the popular lexicon in 2022 when a TikTok video went viral. The creator, Zaid Khan, said in the video "I recently learned about this term 'quiet quitting,' where you're not outright quitting your job, but you're quitting the idea of going above and beyond." Nonetheless, “quiet quitting” is a misnomer, at least according to Karen K. Ho, a freelance business and culture reporter. She said that the term doesn't account for the fact that people are watching their grocery bills, fuel costs and housing prices go up, often without so much as a salary increase. "You're literally stagnating as a result of not earning more, not being promoted – and that's why a lot of people are leaving jobs," she completed.

While the words "quiet quitting" are loaded, evoking images of a slacker or ne'er-do-well for some, others say that the approach frees up time to spend with family and friends or to take care of oneself. In short, it's a renewed commitment to life beyond the workplace. On the other hand, the term “quiet quitting” has also received criticism, even from those who generally favor the idea behind it.

However, while the term "quiet quitting" may be a new invention, the mentality behind it is not. The phrase "work to rule," for example, describes a labor action in which employees strictly perform the work laid out in their contract, without taking on additional work. In 2020, the COVID-19 pandemic triggered a major economic movement, The Great Resignation, which saw people leaving their jobs or switching professions in droves, as they re-evaluated their relationship with work during a lifechanging health crisis.

A May 2022 survey by RBC Insurance suggested that more than one-third of recently retired Canadians aged 55-75 had retired sooner than they planned. Another third decided to retire sooner because of the pandemic. Moreover, Statistics Canada reported that the third quarter of 2021 saw a 60% increase in job vacancies compared to pre-pandemic levels in the country.

Both Quiet Quitting and The Great Resignation indicate a marked cultural shift from the early and mid-2010s when "hustle culture" paved the way to "grinding" and "girl-bossing" – two ideas that prioritized work over everything else, with the belief that such effort made employees more desirable to managers, therefore helping them climb up the corporate ladder faster and generating more income.

In addition, it is important to highlight that employees have been re-evaluating how much time they spend commuting, working overtime and generally investing in low-pay, low-reward jobs. It seems they have realized that they work in systems where they are constantly immersed in a hustle culture – which has been repeatedly shown to be only beneficial for corporations and their managers, through bonuses, through increased productivity, through increased revenue and profits and the like.

Furthermore, some employees are advocating for policies, benefits and working conditions that strengthen work-life balance. But critics say it doesn't work as well as it should, with a glaring loophole that allows employers to take advantage by vaguely wording their policies.


Adapted from: https://www.cbc.ca/news/business/quiet-quitting-workerdisengagement-1.6560226 Last Updated: August 25, 2022
According to the text, what ideas prioritized work over everything else?
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  4. ✂️
  5. ✂️

522Q1023605 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

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Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

The sentence that uses the word “as” in the same function as in “other modes of communication are viewed as dynamic resources” (2nd paragraph) is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

523Q1023606 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

Texto associado.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

In “can at times overlap” (3rd paragraph), “at times” may be replaced without significant change in meaning by
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525Q906373 | Inglês, Língua Inglesa, Prefeitura de Macaé RJ, FGV, 2024

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TEXT IV


Understanding stereotypes



Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The extract “girls are as good as boys at math,” (2nd paragraph) indicates a
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526Q1023368 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, SEDUC MT, SELECON, 2023

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TEXT:


How do people overcome fossilization and achieve nativelike fluency in second language acquisition?

There are a lot of common misconceptions about fossilization and language development. It's impossible to correct all of them in a post here, but I'll address a few that have been mentioned below.

Fossilization is a stage at which a second language speaker seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a reasonable analogy. The comparison wherein "the L2 learner has his own linguistic system" that's still influenced by L1 and other things is known as the "interlanguage." The question researchers cannot conclusively answer is whether or not that "plateau" is reversible after a certain point, be it age, fluency level, etc., in order to start making progress again.

Different people are motivated by different things, which range from need (to pass a test, to get a job, to watch movies without subtitles, to make friends, etc.) to learning style (preferring to study from texts, liking/disliking impromptu, small-talk with people just to practice, preference for/against learning formal rules, and aptitude). It is easy to remember verb conjugations. There is no single formula.

Finding someone who can correct your errors tactfully and effectively most certainly does not need to be demotivating, depressing or draining whatsoever. I'm a very fluent non-native speaker of Spanish, and I actively request that my native speaker (NS) friends correct me when I make a mistake, or use a phrase that sounds funny in their dialect, etc. How else will I learn? It's fascinating to learn little details like that now after so many years. As long as they don't do it in a mocking or condescending way, or at a socially inappropriate time, why wouldn't I want their help? Of course, if you correct a beginner every time they try to utter a sentence, it could be discouraging - and obnoxious - but everything in moderation.

One of the biggest cognitive challenges is whether or not L2 speakers can learn to consciously notice differences between their L2 efforts and the way a NS talks. There are decades of research on this (my own included) and I'll gladly give references if anyone actually cares. Noticing falls into two broad categories. First, the ability to "notice the gap," i.e. hear a NS say a sentence and think, "Hmm, I understand what he meant but I've never heard that word before; it must mean ___" or "I know what he meant but it would not have occurred to me to say it that way; I'll try to remember that for later." The second is the ability to "notice the hole," i.e. when the L2 learner is trying to speak/ write and realizes that his "interlanguage" lacks a word, sound or structure needed to accurately convey his own thought. If he can seek the input necessary to fill the hole, he has a much stronger chance of acquiring it. The thought processes involved during that moment are holding the forms (or lack thereof) in working memory, and the longer it stays there for further processing, the greater the possibility that it is retained in long-term memory for later use. The NS interlocutor can help promote noticing through corrective feedback (also a subject of decades of research, for which I'm also happy to provide resources if anyone is genuinely interested.)

I have been using a variety of strategies for years as a language coach when working with my clients, whether helping IT executives from India and Egypt learn to write more grammatically accurate e-mail or helping priests from Nigeria improve prosodic aspects of their pronunciation (i.e. stress and intonation patterns.) Each person is different. I have found no evidence to support the argument that a person who has fossilized cannot begin to make progress again toward a more target-like L2 use at least in some areas, with the right motivation, input and effort. The question is only about how much progress, in what areas, in how much time, and through what methods.


Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition Acesso em 22/09/2023
De acordo com o texto, a fossilização pode ser definida como um:
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527Q1022602 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

The communicative approach to English language teaching includes the characteristics described in the following items, except for one. Mark the incorrect option.
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528Q1023129 | Inglês, Adjetivos Adjectives, Língua Inglesa, Prefeitura de Serra ES, IDCAP, 2024

Analise cuidadosamente as frases apresentadas e selecione a alternativa que exemplifica corretamente o uso de uma locução adjetiva em inglês. Uma locução adjetiva é um grupo de palavras que juntas funcionam como um adjetivo para descrever um substantivo, proporcionando uma descrição mais detalhada ou específica. Certifique-se de identificar a opção onde esta estrutura é empregada para adicionar uma característica distintiva ao substantivo que ela modifica.

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529Q1021874 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Macaé RJ, FGV, 2024

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TEXT I


What is the definition of translanguaging?



For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The verb phrase in “who have not spoken before” (last paragraph) is in the
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530Q1023166 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Santo Amaro do Maranhão MA, FUNATEC, 2024

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A questão tem como base o texto abaixo:


Text Two:


“I read once, passingly, about a man named Shakespeare. I only read about him passingly, but I remember one thing he wrote that kind of moved me. He put it in the mouth of Hamlet, I think, it was, who said, ‘To be or not to be.’ He was in doubt about something—whether it was nobler in the mind of man to suffer the slings and arrows of outrageous fortune—moderation—or to take up arms against a sea of troubles and by opposing end them. And I go for that. If you take up arms, you’ll end it, but if you sit around and wait for the one who’s in power to make up his mind that he should end it, you’ll be waiting a long time. And in my opinion, the young generation of whites, blacks, browns, whatever else there is, you’re living at a time of extremism, a time of revolution, a time when there’s got to be a change. People in power have misused it, and now there has to be a change and a better world has to be built, and the only way it’s going to be built—is with extreme methods. And I, for one, will join in with anyone—I don’t care what color you are — as long as you wantto change this miserable condition that exists on this Earth.”


(Malcolm X speaking at Oxford University in 1964)


What concept from Shakespeare's work does Malcolm X reference in the passage?
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