Questões de Concurso Comentadas para professor - inglês

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )