An English teacher in Brazil notices that some
students use informal expressions like "ain't"
instead of "isn't/aren't" during oral activities.
From the perspective of English as a lingua
franca, the most appropriate approach would be
to:
FURB•
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
Consider the statements related to the text presented below. Write T, for true, and F, for false:
(__)According to the text, educators who use plurilingual pedagogical practices insist on developing monolingual identities.
(__)Translanguaging pedagogies in the United States are used only as a scaffold in bilingual education programs.
(__)Plurilingual and translanguaging pedagogical practices are controversial in the education of language minoritized students.
Select the alternative with the correct sequence:
FURB•
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
According to BNCC, the English Language curricular component must guarantee students the development of specific competences.
I.Get to know different cultural heritages, material and immaterial, disseminated in the English language, with a view to exercising enjoyment and expanding perspectives in contact with different artistic-cultural manifestations.
II.Use new technologies, with new languages and modes of interaction, to research, select, share, position yourself and produce meaning in literacy practices in the English language, in an ethical, critical and responsible way.
III.Develop linguistic-discursive repertoires of the English language, used in different countries and by different social groups within the same country, in order to recognize linguistic diversity as a right and value the heterogeneous, hybrid and multimodal uses emerging in contemporary societies.
IV.Identify one's place and that of others in a plurilingual and multicultural world, critically reflecting on how learning the English language contributes to the insertion of subjects in the globalized world, including with regard to the world of work.
Which sentences correspond to Specific English Language Competences for Ensino Fundamental, according to BNCC:
Julgue as sentenças abaixo como VERDADEIRAS ou
FALSAS.
1.(__)A abordagem comunicativa concentra-se na interação verbal, proporcionando aos alunos oportunidades frequentes para expressar suas ideias e opiniões.
2.(__)Estratégias de ensino da escrita incluem a prática de redação criativa, produção de relatórios, resenhas e ensaios argumentativos.
3.(__)Estratégias de ensino da leitura incluem o desenvolvimento de habilidades de skimming (busca por informações específicas) e scanning (leitura rápida para obter uma visão geral).
A sequência CORRETA é:
1.(__)A abordagem comunicativa concentra-se na interação verbal, proporcionando aos alunos oportunidades frequentes para expressar suas ideias e opiniões.
2.(__)Estratégias de ensino da escrita incluem a prática de redação criativa, produção de relatórios, resenhas e ensaios argumentativos.
3.(__)Estratégias de ensino da leitura incluem o desenvolvimento de habilidades de skimming (busca por informações específicas) e scanning (leitura rápida para obter uma visão geral).
A sequência CORRETA é:
The Benefits of ChatGPT in Educational Settings
Dr. Steve Watson from Cambridge University’s Faculty of Education remarked that “ChatGPT brings both new opportunities and new complexity.” This insight is especially relevant to education, in which ChatGPT can assist both teachers and students, reducing workloads and creating new learning opportunities. Here are key areas where ChatGPT can play a significant role in education according to his studies.
Personalized Learning
Though a digital tool, ChatGPT offers personalized learning experiences. It adapts to students’ unique learning styles through personalized recommendations based on their history. This allows students to receive targeted answers and support in any subject they need help with. ChatGPT also helps students build on topics they’re investigating by creating useful frameworks. Similarly, teachers can use it to craft content specific to their lessons and generate information for classroom discussions.
Virtual Tutoring
ChatGPT functions as a flexible virtual tutor, offering instant support. Unlike a one-size-fits-all approach, it adjusts to the students’ needs and provides immediate answers, which helps to reduce frustration and increases confidence. Students working under tight deadlines especially benefit from this on-demand access to help, as it allows them to solve problems quickly and avoid missing important project deadlines. ChatGPT can also identify areas where students struggle, providing targeted assistance in real time.
Language Learning
ChatGPT can also aid language learners. Like grammarly helps with writing, ChatGPT offers real-time translations, grammar corrections, and pronunciation feedback. Students struggling with language can improve their writing skills and gain confidence in their communication. The platform’s language prompts also make it easier to create targeted content, which is especially useful in foreign language classes. Teachers can fine-tune ChatGPT’s outputs to better meet specific class needs, enriching the learning experience.
Exam Preparation
When it comes to preparing for exams, ChatGPT is a powerful tool. It generates practice questions and gives feedback on student responses, helping students pinpoint areas they need to focus on. This makes ChatGPT a personalized study guide. Additionally, it provides grammar and vocabulary exercises, reducing study time while adding value to each session. These exercises can help students prepare for assessments more efficiently and build confidence.
Writing Assistance
Writing essays or assignments can feel daunting, but ChatGPT simplifies the process. It helps students generate topic ideas, corrects grammar and spelling, and suggests improvements to writing style. Acting like an online editor, ChatGPT streamlines content creation. Beyond basic writing help, it also fosters critical thinking and analytical skills. ChatGPT can process data, mirror human thinking, and deliver responses that help students draw logical conclusions and present their arguments clearly.
Internet: <aprendebrasil.com.br> (com adaptações).
According to the previous text, judge the following item.
Teachers can use ChatGPT to develop tailored lesson materials and stimulate in depth discussions, helping make the content feel more attractive.
Consider the following scenario:
You, as a representative of your company, are negotiating a complex contract with a potential overseas partner. The negotiation involves discussing terms, conditions, and contractual obligations. The language proficiency skills of Listening, Speaking, Reading, and Writing are put to the test.
Listening: The overseas partner provides detailed information regarding their expectations and concerns. They speak at a moderate pace, covering various aspects of the contract. You need to comprehend the nuances and details shared during the negotiation.
Speaking: You are required to articulate your company's position clearly, respond to queries, and express your concerns effectively. Fluency, pronunciation, and the ability to convey complex ideas play a crucial role in this segment.
Reading: Both parties exchange written proposals, legal documents, and other relevant materials during the negotiation. Your ability to quickly comprehend the written content, identify key points, and respond appropriately is essential.
Writing: As part of the negotiation process, you need to draft an official letter summarizing the key points discussed, confirming agreements, and addressing any outstanding issues. Precision in conveying your thoughts in writing is fundamental.
Which of the following represents a challenge in the Speaking segment of the negotiation?
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning.
According to this sentence, mark the alternative that contains correct examples of this Approach.
Concerning the relationship between language, culture and society, judge the item below.
Cross-cultural communication may face challenges due to
linguistic and cultural
differences,
highlighting the
interconnected nature of language, culture, and societal
interactions.
Judge the following item, concerning the production of written texts as a process.
Drafting is the most important stage of the writing process
because it is when writers actually write the text.
No que concerne à prática pedagógica do ensino da língua inglesa e às metodologias ativas, julgue o próximo item.
Metodologias baseadas na resolução de problemas são exemplos de métodos ativos que incentivam o pensamento crítico no ensino da língua inglesa.
Teoricamente, quando se aprende um idioma se aprende
também a cultura, entretanto, o status da língua inglesacomo língua franca acabou por mudar um pouco este
conceito. O International English não é uma linguagem
diferente do Inglês, mas alguns aspectos são
característicos dessa forma de comunicação global.
Sobre a formação do International English, assinale a
alternativa CORRETA.
How does incorporating the cultural context of English-speaking countries improve language acquisition for Brazilian students?
Considering language as a form of interaction, which
classroom practices best facilitate interactive languageuse among students, particularly in English as a Foreign
Language (EFL) contexts?
Text 2
Immigrants and Public Schools
Public schools in the United States helped immigrants in different ways. First the school gave the children a free education. This meant that many young people became better educated than their parents and had more chances for better jobs. In addition, many schools had evening classes for adults.
brainly.com.br
Analyze the sentences below about the types of active learning methodologies.
1. Hybrid Education is a format that combines different age groups and face-to-face classes.
2. Problem-based learning (PBL) proposes solving a problem through collaboration between students.
3. Field research is one of the active methodologies put into practice outside the classroom. The student researches a subject in the place where the situation normally occurs.
4. Gamification consists of using virtual classes to explore new content, so that students can improve their knowledge and critical analysis.
Choose the alternative which contains the correct affirmatives:
Segundo a Base Nacional Comum Curricular (BNCC), são competências específicas
de língua inglesa para o ensino fundamental:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural.
II. Comunicar-se na língua inglesa, por meio do uso de linguagens apenas em mídias impressas.
III. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa.
Estão corretas as afirmativas:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural.
II. Comunicar-se na língua inglesa, por meio do uso de linguagens apenas em mídias impressas.
III. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa.
Estão corretas as afirmativas:
Read the following text:
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.
Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.
Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.
As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
The Language Acquisition Theory which was considered the
only scientific way of teaching a foreign language in the 1970s can
still be called:
Predicting the unpredictable
Some years ago, a devastating earthquake struck the Italian town of L’Aquila. More than 300 people lost their lives, over 1,500 people were injured, and many buildings were destroyed. Two years later, seven earthquake experts were involved in a court case: Did they adequately warn the public after the initial tremors began? At the heart of the debate is whether they could have predicted a disaster like this.
Although a lot of scientists are working to improve our ability to predict natural disasters, so far no one has come up with a reliable method to forecast earthquakes or volcanic eruptions, days or weeks beforehand. Most of the research focuses on the areas most likely to experience seismic activity – but even our knowledge about where these areas are, is very limited. One reason for this is that human beings have only been around for a very small part of the Earth’s history. In geological terms, we all arrived on the scene very recently. Records from the past 2,000 years are incomplete, and the biggest earthquakes nearly always happen in areas where there have been no earthquakes in recorded history.
So, is there any hope for improving our ability to predict disasters? A solution may come from an unexpected source. Four years ago, a team of US physicists at Rutgers University in New Jersey were studying why pharmaceutical powders stick together. They observed that the powder stuck together when placed in a spinning cylinder, but then developed cracks and collapsed. Just before the cracks developed, an electric signal, like a small bolt of lightning, was created. The scientists repeated the experiment with a wide range of different materials, and they got similar results every time.
This phenomenon might also exist in nature. Some scientists believe that rocks may become electrically charged under unusual pressure, such as before an earthquake. This electric charge then causes changes in the surrounding air or water, which animals may be able to sense before humans do. For example, while biologists were studying a colony of frogs in a pond near L’Aquila, they noticed that nearly all the animals left the water days before the earthquake. A similar thing happened in China, when snakes were hibernating for the winter in caves, but escaped just before a large earthquake. The same kind of electric charge, like the small bolt of lightning felt in the experiment at Rutgers, may have been responsible.
At the moment, there is no reliable way ............ using such findings to predict earthquakes, and further studies may be necessary to give us a better understanding of the interactions involved, but one day, the technology may be used ............ predict future catastrophes. For example, two science institutions in Russia and Britain are already developing a new micro-satellite, which could detect these electric signals and help rescue people ................ natural disasters in time. Scientists are planning to launch the first of these satellites ............... space. Will these satellites be the solution? Only time will tell. For the time being, the best defense is to be prepared.
There are a variety of teaching methods and strategies available to teachers to help their students learn
or develop knowledge and skills.
Choose the alternative that contains some examples of teaching methods and strategies.
Choose the alternative that contains some examples of teaching methods and strategies.
Traditional views set the teachers’ task as the application of theory to practice, in more recent views teachers are seen to be
both practitioners and theory builders (Prabhu 1992; Savignon 2007). Given the latter view of teachers, their knowledge of
methods is beneficial because:
De acordo com os Parâmetros Curriculares Nacionais, (PCNs), para o Ensino de Línguas
Estrangeiras, qual das alternativas descreve um dos objetivos principais para o Ensino de
Inglês, no Brasil?
Julgue o item subsequente.
The Communicative Teaching Method for foreign
languages emphasizes on learning using interaction at
the aiming language, using errors as something positive,
a proof of the students effort to learn.