Questões de Concursos Promoção do QM 2022

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1Q1046272 | Pedagogia, Temas Educacionais Pedagógicos, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

De acordo com com Alves e Amorim em A criança cega vai à escola: preparando para a alfabetização (2008), a aprendizagem da criança cega acontece por meio da interação com pessoas e objetos que a rodeiam, com o uso dos sentidos remanescentes, pela movimentação corpórea e pela motivação frente a novas experiências.
Assinale a alternativa correta sobre a funcionalidade dos sentidos remanescentes no desenvolvimento da criança cega na perspectiva de Alves e Amorim (2008).
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

2Q1032779 | Raciocínio Lógico, Fundamentos de Lógica, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Das alternativas propostas a seguir, assinale a que corretamente apresenta uma negação lógica para a afirmaçãom < n ∨ p > q.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

3Q1032780 | Raciocínio Lógico, Equivalência Lógica e Negação de Proposições, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Cunha, no seu livro intitulado “Lógica e Conjuntos”, aborda, no último tópico da Aula 5, os tipos de demonstrações em Matemática, associando a elas implicação ou equivalências lógicas.

Considere a seguinte implicação e as seguintes equivalências lógicas:

(I) P ⇒ Q;
(II) P → Q ⇔ ~Q → ~P
(III) P → Q ⇔ (P ∧ ~Q) → ~P

O contido em (I), (II) e (III) podem corretamente ser associados às demonstrações
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

5Q1032782 | Raciocínio Lógico, Fundamentos de Lógica, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Considere verdadeira a afirmação (I) e falsa a afirmação(II):

(I) (x = y) → (x ⊗ y = z)
(II) (x = y) ∧ (x ⊗ y = z)

Nessas condições, é necessariamente verdade que
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6Q1024599 | Inglês, Ensino da Língua Estrangeira Inglesa, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Read the oral exchange:

Speaker: Repeat after me. I...
Crowd: I...
Speaker: State your name...
Crowd: State your name...
(https://tvtropes.org/pmwiki/pmwiki.php/Main/RepeatAfterMe)

The words “Repeat after me” are characteristic of English learning courses and classes that follow the approach named
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

7Q1024600 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
O primeiro e o segundo parágrafo permitem afirmar que
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

8Q1024601 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Among the many uses of the word learning in the text, the one functioning as a noun is found in
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

9Q1024602 | Inglês, Análise Sintática Syntax Parsing, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is used in this text to refer to either a second or a foreign language”, the terms in bold show the use of the paired conjunctions “either … or”. Sentences with paired conjunctions require parallel structures. Identify the alternative containing both a correct pair of conjunctions and correct parallel sentence structure.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

10Q1024603 | Inglês, Ensino da Língua Estrangeira Inglesa, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para o inglês a ser ensinado nas escolas. A opção por esse conceito, como mencionado na BNCC, implica
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

11Q1024604 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the second paragraph, the information within dashes “– global or analytic, auditory or visual –” is intended to
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

12Q1024605 | Inglês, Voz Ativa e Passiva Passive And Active Voice, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Concerning the passive voice: there are sentences which cannot be transformed into a passive at all, sentences which accept only one form of the passive voice, and sentences which can be made passive in two different ways. Point out the sentence which accepts the latter.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

13Q1024606 | Inglês, Ensino da Língua Estrangeira Inglesa, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Enquanto estratégias auxiliam a aquisição da língua estrangeira, outros fatores interferem na aprendizagem. Um desses fatores é a “transferência negativa” – a aplicação inadequada de elementos da língua materna na produção da língua sendo aprendida.

Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

14Q1024607 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
According to the first and second paragraphs, CLIL
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

15Q1024608 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
In the context of the text, the word in bold in the extract from the first paragraph “the fusion of elements which may have been previously fragmented” indicates
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

16Q1024609 | Inglês, Formação de Palavras com Prefixos e Sufixos, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
The suffix -ed that forms the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. The following verbs, taken from the text, are in the infinitive form. The alternative in which the two verbs share the same ending pronunciation in the past or past participle is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

17Q1024610 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
In the fragment from the third paragraph of the text “would have needed to climb out of their respective mindsets” the part in bold is equivalent in meaning to
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

18Q1024611 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
The word “yet” is polysemic (has more than one meaning) in English. Choose the alternative in which it is being used with the same meaning as in the excerpt from the second paragraph “Yet, as climate change became increasingly worrying…”.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

19Q1024612 | Inglês, Verbos Verbs, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
In the extract from the fourth paragraph “Appropriate methodologies were to be used to attain the best possible results”, the expression in bold may be substituted by the following modal if meaning is to be preserved:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

20Q1024613 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
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.)
According to the text, CLIL presupposes
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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