Questões Prefeitura de Joinville - SC 2024 para Professor de Língua Inglesa

Q2366251

Q2366251 Pedagogia

Segundo a Constituição Federal de 1988 (CF), o ensino religioso é

A

de matrícula facultativa e constituirá disciplina dos horários normais das escolas públicas de ensino fundamental.

B

de matrícula facultativa e deverá ser ministrado no âmbito do ensino fundamental, fora dos horários normais do ensino obrigatório.

C

vedado no âmbito das escolas públicas, somente podendo ser oferecido nas escolas confessionais, como matéria eletiva.

D

de oferecimento obrigatório e matrícula opcional nas escolas públicas, devendo ser oferecido fora dos horários normais das demais disciplinas.

E

de oferecimento obrigatório nas escolas públicas, podendo ser cursado como matéria eletiva a partir do terceiro ano do ensino fundamental, sem prejuízo da carga horária obrigatória.

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Q2366252

Q2366252 Pedagogia

Tendo por base a Lei n.º 9.394/1996 (Lei de Diretrizes e Bases da Educação Nacional – LDB), assinale a opção correta.

A

Os estabelecimentos de ensino têm a obrigação de informar a frequência e o rendimento escolar dos alunos tanto ao pai quanto à mãe, que convivam ou não com seus filhos, e, se for o caso, aos responsáveis legais dos estudantes.

B

A pré-escola tem caráter obrigatório e faz parte do ensino fundamental.

C

Somente a partir da vigência da referida lei o acesso à educação passou a ser considerado um direito de todos.

D

É dever dos pais ou responsáveis efetuar a matrícula das crianças na educação básica a partir dos seis anos de idade.

E

As competências e diretrizes para a educação infantil devem ser estabelecidas localmente pelos municípios, de forma autônoma e descentralizada.

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Q2366253

Q2366253 Pedagogia

Um aluno menor de idade da rede municipal de ensino fundamental teve reiteradas faltas injustificadas ao longo do semestre, as quais caracterizaram indício de evasão escolar. Feita a comunicação aos pais e esgotados os recursos escolares, a situação não foi solucionada.

Nessa situação hipotética, conforme o disposto no Estatuto da Criança e do Adolescente, o dirigente do estabelecimento de ensino tem a obrigação de comunicar o fato ao(à)

A

Ministério da Educação.

B

defensoria pública.

C

conselho tutelar.

D

secretaria de educação do estado.

E

delegacia de proteção à criança e ao adolescente.

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Q2366254

Q2366254 Legislação dos Municípios do Estado de Santa Catarina

As diretrizes do plano municipal de educação, de acordo com o previsto na Lei Municipal n.º 8.043/2015, de Joinville, incluem

A

a erradicação do analfabetismo, a promoção dos princípios do cristianismo e a universalização do atendimento escolar.

B

a formação para a atividade científica, a universalização do atendimento escolar e a valorização dos profissionais da educação.

C

a erradicação do analfabetismo, a universalização do atendimento escolar e a valorização dos profissionais da educação.

D

a valorização dos profissionais da educação, a erradicação do analfabetismo e a promoção dos princípios do cristianismo.

E

a valorização dos profissionais da educação, a diminuição das desigualdades regionais e a formação para a atividade científica.

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Q2366255

Q2366255 Pedagogia

Segundo a Resolução CNE/CEB n.º 7/2010, que fixa diretrizes curriculares nacionais para o ensino fundamental de 9 anos, para nortear as políticas educativas e as ações pedagógicas, as escolas devem adotar princípios

A

éticos, políticos e estéticos.

B

científicos, técnicos e éticos.

C

técnicos, políticos e éticos.

D

políticos, técnicos e científicos.

E

estéticos, éticos e científicos.

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Q2366256

Q2366256 Legislação dos Municípios do Estado de Santa Catarina

Com base na Lei Complementar n.º 266/2008, que dispõe sobre o regime jurídico dos servidores públicos do município de Joinville – SC, das autarquias e das fundações públicas municipais, assinale a opção correta.

A

Servidor ocupante de cargo em comissão poderá ser nomeado para exercer interinamente outro cargo de mesma natureza, situação em que acumulará a remuneração de ambos os cargos.

B

A nomeação para cargo de carreira depende de prévia habilitação em concurso público, observada a obediência à ordem de classificação da prova de títulos e à idade do candidato.

C

A nomeação é feita em caráter efetivo quando se tratar de cargo de livre nomeação e exoneração.

D

Fica assegurado aos servidores do quadro permanente o provimento em pelo menos 50% dos cargos em comissão.

E

A nomeação do candidato previamente aprovado em concurso público é condicionada a atestado de aptidão física e mental para o exercício do cargo, expedido após exame médico oficial.

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Q2366257

Q2366257 Legislação dos Municípios do Estado de Santa Catarina

À luz do disposto na Lei municipal n.º 9.214/2022, que institui o Programa de Valorização por Resultados na Aprendizagem no âmbito das Unidades Escolares da Rede Pública Municipal de Ensino de Joinville – SC, assinale a opção correta.

A

Uma das finalidades do referido programa é estimular a colaboração entre as unidades escolares da rede pública municipal de ensino.

B

A inscrição das unidades escolares da rede pública municipal de ensino de Joinville no aludido programa é facultativa.

C

A gratificação relativa aos resultados da unidade escolar, devida aos profissionais que atuam em mais de uma unidade integrante do programa, será proporcional ao tempo — em anos — de efetivo trabalho do profissional nas respectivas unidades escolares.

D

É vedada a participação de professores temporários no mencionado programa.

E

Os profissionais receberão a gratificação relativa aos resultados da unidade escolar de acordo com os resultados educacionais das avaliações bimestrais dos alunos matriculados na rede de ensino.

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Q2366258

Q2366258 Pedagogia

Com base no currículo da rede municipal de Joinville – SC, assinale a opção correta.

A

O currículo da mencionada rede municipal tem como base teórica os pressupostos defendidos pela abordagem sócio-histórica de Vygotsky e seus colaboradores.

B

O processo de ensino-aprendizagem na escola tem como ponto de partida o nível de desenvolvimento potencial da criança, ou seja, os conteúdos prévios que, uma vez identificados e mapeados, abrem a possibilidade de reconhecimento do nível de desenvolvimento real.

C

A historicidade dos sujeitos do campo é uma competência geral do currículo da referida rede municipal de ensino.

D

No currículo da aludida rede municipal de ensino, os temas contemporâneos não estão contemplados nos componentes curriculares, de forma que cabe às escolas, de acordo com suas especificidades, decidir, em seus planejamentos pedagógicos, trabalhar ou não com os temas contemporâneos.

E

As escolas da referida rede municipal podem consumir as tecnologias digitais de forma acrítica.

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Q2366259

Q2366259 Pedagogia

Assinale a opção que indica corretamente, em conformidade com a Resolução CNE/CP n.º 1/2020, uma característica da formação continuada que tenha impacto positivo no que se refere à sua eficácia para a melhoria da prática docente.

A

foco no conhecimento pedagógico do conteúdo

B

prevalência na autoridade competente do professor

C

uso de metodologias padronizadas de aprendizagem

D

trabalho focado na perspectiva individual

E

duração máxima da formação entre 20 e 40 horas

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Q2366260

Q2366260 Pedagogia

No que diz respeito às diretrizes operacionais para a educação de jovens e adultos (EJA), nos aspectos relativos ao seu alinhamento à Política Nacional de Alfabetização e à Base Nacional Comum Curricular, bem como à educação de jovens e adultos a distância (EAD), assinale a opção correta, conforme a Resolução CNE/CEB n.º 1/2021.

A

Os cursos de EJA desenvolvidos por meio de EAD serão ofertados para todos os anos do ensino fundamental e para o ensino médio.

B

Os cursos de EJA desenvolvidos por meio de EAD serão ofertados apenas para os anos iniciais do ensino fundamental e para o ensino médio.

C

Nos cursos de EJA desenvolvidos por meio de EAD, serão disponibilizados aos estudantes, além de mídias e(ou) materiais didáticos impressos, ambiente virtual de aprendizagem e plataformas garantidoras de acesso.

D

Não serão aceitas transferências entre os cursos da EJA presencial e os desenvolvidos em EAD ou mediação tecnológica.

E

Para os cursos de EJA do ensino médio, a oferta de EAD é limitada a no máximo 50% da carga horária total, haja vista que essa modalidade de ensino não contempla a formação geral básica, tampouco os itinerários formativos do currículo.

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Q2367196

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367196 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

According to text 9A1, bilingual speakers control the languages they speak by

A

operating both languages on equal levels of access.

B

using the stronger language to learn the weaker language better.

C

immersing in the weaker language to the detriment of the stronger one

D

inhibiting the stronger language and focusing on the weaker language.

E

using interference to improve the performance in the weaker language.

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Q2367197

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367197 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

Based on text 9A1, it is correct to affirm that immersing oneself in the foreign language environment might help because it

A

develops new cognitive advantages in the foreign language.

B

creates an opportunity for the foreign language to become stronger.

C

makes adult learners simulate the method through which bilingual children learn languages.

D

makes the foreign language win the competition against the native language.

E

avoids slip-ups in the foreign language’s vocabulary, grammar and accent.

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Q2367198

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367198 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The word “juggle”, used in the first sentence of text 9A1, means

A

know by heart.

B

retrieve something for daily use.

C

store several things simultaneously.

D

refresh something for immediate use.

E

succeed in dealing with.

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Q2367199

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367199 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

In the sentence “However, when this control system fails, intrusions and lapses can occur” (end of the first paragraph of text 9A1), the word “However” can be correctly replaced, without changing the meaning of the sentence and without harming its correctness, with

A

Despite.

B

Although.

C

Nevertheless.

D

Moreover.

E

Furthermore.

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Q2367200

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367200 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The expression “the jury’s still out on this” (second sentence of the last paragraph of text 9A1) means

A

there has been no final decision or opinion on this matter yet.

B

the cognitive advantages found were poorly presented by scientists.

C

there is no consensus that this is a matter of interest for science.

D

no scientist is willing to defend their point of view on this matter.

E

a board of scientists is still analyzing recent research on this matter.

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Q2367201

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367201 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The word “arguably”, in the excerpt “using languages is arguably one of the most complex activities humans learn how to do”, (last paragraph of text 9A1) could be correctly replaced, maintaining the original meaning and correctness, with

A

hardly.

B

initially.

C

obviously.

D

probably.

E

definitely.

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Q2367202

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367202 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The fragment “Speaking multiple languages has also been linked to delayed onset of dementia symptoms” (last paragraph of text 9A1), conveys the idea that

A

speaking multiple languages is related to worsening dementia symptoms.

B

speaking multiple languages is somehow related to anticipating the beginning of dementia symptoms.

C

speaking multiple languages can definitely postpone the diagnosis of dementia.

D

speaking multiple languages can cure dementia symptoms.

E

speaking multiple languages is related to postponing the beginning of dementia symptoms.

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Q2367203

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367203 Inglês

Texto associado

Text 9A2-I

The words “theory” and “theoretical” evoke a variety of responses in language teaching and research circles, many of them, for different reasons, negative. For some, the negative response they feel is due to their having sat through conference presentations or read journal articles labelled “theoretical” which have consisted of a good deal of rhetoric, however eloquent, and very little substance. “Theoretical” here is mis-used, and just means “data-free”. For others, the particular theories that have received most “air-time” in the second language acquisition (SLA) literature until now have been uninteresting, wrong, or vacuous, leading them to be potentially hostile to any new ones. Still, others have no problem with theory in general (or think they don’t), but simply feel that work in SLA has not advanced far enough yet for theorizing to be productive.

Those who subscribe to the last view — and they include several prominent figures in SLA — hold that because, in their opinion, we know relatively little about SLA, any theory we come up with at this stage is likely to be wrong. Hence, it will be counter-productive, in that many people will waste their time working on a theoretical red herring instead of discovering more facts about acquisition. In our view, while superficially reasonable, this shows that the purpose and value of theories in (social) science are still not widely understood in our field.

Diane Larsen-Freeman and Michal H. Long. An introduction to second language acquisition research. New York: Longman, 1991.

In relation to theory, the authors of text 9A2-I

A

believe that theory is associated with empty rhetoric.

B

believe researchers from their field still don’t understand the importance of theory in social sciences.

C

share the opinion that theory does not apply to the field.

D

refer in the text to three groups of people with positive views on theoretical work.

E

think that the most popular theories in second language acquisition have led to nothing.

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Q2367204

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367204 Inglês

Texto associado

Text 9A2-I

The words “theory” and “theoretical” evoke a variety of responses in language teaching and research circles, many of them, for different reasons, negative. For some, the negative response they feel is due to their having sat through conference presentations or read journal articles labelled “theoretical” which have consisted of a good deal of rhetoric, however eloquent, and very little substance. “Theoretical” here is mis-used, and just means “data-free”. For others, the particular theories that have received most “air-time” in the second language acquisition (SLA) literature until now have been uninteresting, wrong, or vacuous, leading them to be potentially hostile to any new ones. Still, others have no problem with theory in general (or think they don’t), but simply feel that work in SLA has not advanced far enough yet for theorizing to be productive.

Those who subscribe to the last view — and they include several prominent figures in SLA — hold that because, in their opinion, we know relatively little about SLA, any theory we come up with at this stage is likely to be wrong. Hence, it will be counter-productive, in that many people will waste their time working on a theoretical red herring instead of discovering more facts about acquisition. In our view, while superficially reasonable, this shows that the purpose and value of theories in (social) science are still not widely understood in our field.

Diane Larsen-Freeman and Michal H. Long. An introduction to second language acquisition research. New York: Longman, 1991.

The expression “theoretical red herring” (second sentence of the last paragraph of text 9A2-I) characterizes

A

a theorization that would take attention away from more important things.

B

a very interesting hypothesis that has yet to be proved.

C

a theoretical standpoint that gets attention for being popular in the media.

D

a theory that has received considerable funding from a government or research institution.

E

an opinion that is agreed upon by many theoreticians but has not been object of articles or books.

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Q2367205

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367205 Inglês

Texto associado

Text 9A2-I

The words “theory” and “theoretical” evoke a variety of responses in language teaching and research circles, many of them, for different reasons, negative. For some, the negative response they feel is due to their having sat through conference presentations or read journal articles labelled “theoretical” which have consisted of a good deal of rhetoric, however eloquent, and very little substance. “Theoretical” here is mis-used, and just means “data-free”. For others, the particular theories that have received most “air-time” in the second language acquisition (SLA) literature until now have been uninteresting, wrong, or vacuous, leading them to be potentially hostile to any new ones. Still, others have no problem with theory in general (or think they don’t), but simply feel that work in SLA has not advanced far enough yet for theorizing to be productive.

Those who subscribe to the last view — and they include several prominent figures in SLA — hold that because, in their opinion, we know relatively little about SLA, any theory we come up with at this stage is likely to be wrong. Hence, it will be counter-productive, in that many people will waste their time working on a theoretical red herring instead of discovering more facts about acquisition. In our view, while superficially reasonable, this shows that the purpose and value of theories in (social) science are still not widely understood in our field.

Diane Larsen-Freeman and Michal H. Long. An introduction to second language acquisition research. New York: Longman, 1991.

About the semantic and grammatical features of text 9A2-I, choose the correct option.

A

The word “however” (second sentence of the first paragraph) is an adverb that can be correctly replaced with nonetheless.

B

The pronoun “them”, in “many of them” (first sentence of the text), refers back to “language teaching and research circles”.

C

The word “that”, in “hold that” (first sentence of the second paragraph), is a pronoun which is the object of “hold”, and refers back to “those who subscribe”.

D

In “for theorizing to be productive” (last sentence of the first paragraph), the word “theorizing” is used as a noun and, as such, is the object of “feel”.

E

The fragment “(or think they don’t)” (last sentence of the first paragraph) shows that the authors have doubts about some people not having problems with theory.

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Questões de Concurso Público Prefeitura de Joinville - SC 2024 para Professor de Língua Inglesa

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