Questões de Inglês - Advérbios de: lugar, modo, tempo e freqüência | Adverbs of: place, manner, time and frequency para Concurso

Text 3

Digital habits across generations 

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, ‘I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.’ Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones.

Chloe, aged 15, even sleeps with her phone. ‘It’s my alarm clock so I have to,’ she says. ‘I look at it before I go to sleep and as soon as I wake up.’ Unlike her grandmother’s generation, Chloe’s age group is spending so much time on their phones at home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard from in forty years. ‘We use Facebook to arrange to meet all over the country,’ she says. ‘It’s changed my social life completely.’ Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. ‘I was always connected and I felt like I was always working,’ he says. ‘How could I tell my kids to get off their phones if I was always in front of a screen myself?’ So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. ‘I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.’ Is it only a matter of time until the generation above and below Peter catches up with the new trend for a less digital life?

Source: https://learnenglish.britishcouncil.org

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)

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)