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The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.

According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?

It is believed students should develop their communicative competence since the main aim of learning a foreign language is to communicate in an effective way. In order to do so, teachers play a pivotal role when planning and delivering their lessons which are expected to develop students’ competences in the language.

What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?

“Em termos práticos, a acepção convencional de conhecimento e sujeito, fundamentada na lógica da concentração, do individualismo e da normatização, remonta ao modelo liberal-positivista de educação que “transmite” uma verdade universal e acabada a um sujeito que a recebe de maneira diretiva e que a devolve a contento de modelos previamente determinados pela instituição escolar. Ao passo que a acepção pós-moderna de conhecimento e de sujeito tenta romper com a ideia de transmissão ao compreender o conhecimento como construção sociocultural. Nessa perspectiva, a produção de sentidos passa a ser compreendida sob o viés da colaboração, cujas significações devem ser mediadas pela escola.” (Duboc, 2015, p. 668)
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:

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According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.

According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?