Questões de Concurso Público Colégio Pedro II 2015 para Professor - Inglês

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

Text V

[…] Language teachers can ill afford to ignore the sociocultural reality that influences identity formation in the classroom, nor can they afford to separate the linguistic needs of learners from their social needs. In other words, language teachers cannot hope to fully satisfy their pedagogic obligations without at the same time satisfying their social obligations. They will be able to reconcile these seemingly competing forces if they “achieve a deepening awareness both of the sociocultural reality that shapes their lives and of their capacity to transform that reality” (van Manen, 1977, p. 222). Such a deepening awareness has a built‐in quality that transforms the life of the person who adopts it. Studies by Clandinin, Davies, Hogan, and Kennard (1993) attest to this self‐transforming phenomenon:

As we worked together we talked about ways of seeing new possibility in our practices as teachers, as teacher educators, and with children in our classroom. As we saw possibilities in our professional lives we also came to see new possibilities in our personal lives. (p. 209)

(KUMARAVADIVELU, B. Toward a Post‐method Pedagogy. In: Tesol Quarterly, vol.35, No. 4, Winter, 2001, p.544.)