Questões de Concursos Promoção do QM 2022

Read the text and answer question:

A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom. While an ecosystem is a simple concept, there are a few things to keep in mind. Here are quick tips to get you started.

The concept of exploring is at the center of attention here for good reason. Your mission (should you choose to accept it) is to find and gather resources that are potential candidates for your language ecosystem. It is not unlike going shopping for furniture, in that you want to find items that will match your personal preference and lifestyle in a natural way. As you search for items to “add” to your ecosystem, you will want to consider how well they function in your life or home.

You might be wondering how one begins a search to find resources. I primarily use search engines, social media, streaming video, and music to look for resources that might work. I am not the only one, however, who has learned to keep an eye out for resources. Since inviting many of my own friends to learn a language with me, many people now send me links to things I might like.

Speaking of people, one of the most essential strategies in forming a language ecosystem is finding the right people to join you on your journey. I call this “forming a language learning network.” While fluent speakers are an excellent resource, I also find that fellow language learners, people who are learning the language just like me, are more patient conversation partners. Finally, I often find that people who share my same interests (say, French cooking, for example), can be excellent companions for listening and speaking practice.

(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help You Conquer Any Language. Edição do Kindle. Adaptado)

Read the text to answer question:

On January 13, 2025, a bill was signed into law to regulate students’ use of personal portable electronic devices, including cell phones, in public and private schools in Brazil. (Law No. 15,100.) It came into force upon its publication in the January 14 edition of Brazil’s official gazette.

The law, which applies in elementary, middle, and high schools, prohibits the use of portable electronic devices by students during classes, recess, and breaks. It provides that teachers may allow use of such devices for pedagogical purposes. The law allows their use in cases of danger or emergency. It also permits their use for purposes of ensuring accessibility and inclusion, addressing health conditions, and ensuring fundamental rights. (Arts. 2, 3.)

The stated purpose of the law is to safeguard the mental, physical, and psychological health of children and adolescents. (Art. 1.) It requires schools to develop strategies to address students’ mental health, including preventing excessive use of devices and inappropriate content. They must also offer training for personnel to detect signs of psychological distress and create spaces to support those suffering mental distress from the excessive use of electronic devices. (Art. 4.)

(Eduardo Soares. Brazil: New Law Prohibits Cell Phone Use in Schools, 2025. Disponível em: https://www.loc.gov/item/globallegal-monitor/2025-02-13/brazil-new-law-prohibits-cell-phone-usein-schools/. Adaptado)

Read the paragraph and answer question:

William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world.

(https://www.shakespeare.org.uk/explore. Adaptado)

Lea el siguiente correo entre un cliente y una empresa para responder la cuestione.

Cliente: “¿Cuentan con algún buzón de quejas o línea de atención en caso de querer emitir una sugerencia o reclamación?”

Representante: “Claro que sí. La opinión de nuestros clientes es lo más importante, por ello contamos con una línea de atención específica para recibir sugerencias, quejas o reclamos. En caso de que desee que su mensaje sea anónimo, también hay buzones tanto físicos como digitales. Con gusto le comparto vía correo electrónico todos los canales abiertos para los clientes.”

(https://blog.hubspot.es/service/gestionar-quejas-reclamaciones)

Read the text to answer question:

CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.

To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.

In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.

If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.

(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)

Read the text to answer question:

It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).

Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).

(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text to answer question:

It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).

Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).

(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text and answer question:

A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom. While an ecosystem is a simple concept, there are a few things to keep in mind. Here are quick tips to get you started.

The concept of exploring is at the center of attention here for good reason. Your mission (should you choose to accept it) is to find and gather resources that are potential candidates for your language ecosystem. It is not unlike going shopping for furniture, in that you want to find items that will match your personal preference and lifestyle in a natural way. As you search for items to “add” to your ecosystem, you will want to consider how well they function in your life or home.

You might be wondering how one begins a search to find resources. I primarily use search engines, social media, streaming video, and music to look for resources that might work. I am not the only one, however, who has learned to keep an eye out for resources. Since inviting many of my own friends to learn a language with me, many people now send me links to things I might like.

Speaking of people, one of the most essential strategies in forming a language ecosystem is finding the right people to join you on your journey. I call this “forming a language learning network.” While fluent speakers are an excellent resource, I also find that fellow language learners, people who are learning the language just like me, are more patient conversation partners. Finally, I often find that people who share my same interests (say, French cooking, for example), can be excellent companions for listening and speaking practice.

(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help You Conquer Any Language. Edição do Kindle. Adaptado)

Read the text to answer question:

It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).

Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).

(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text to answer question:

It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).

Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).

(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)