Questões Militares Sobre inglês
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Q1778062
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
Um plano de curso para o ensino de língua inglesa
que siga os pressupostos discutidos por Pennycook no
excerto deveria levar em consideração
Q1778061
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
According to Daniels and Hedegaard (2011/2013),
one can say that the greatest challenges for teachers
to formulate their actions in classes with students with
disabilities would be the
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778060
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
A discussão de Pennycook sobre “just teach the language”
vai ao encontro do debate sobre multiletramentos feito
por Rojo e Moura em seu livro, uma vez que os autores
entendem que, para ensinar na área, é preciso que o(a)
professor(a)
Q1778059
Inglês
The term pedagogy of multiliteracies was created in 1996,
by the New London Group. According to Rojo and Moura
(2012), the group asked themselves questions such
as “O que é uma educação apropriada para mulheres,
para indígenas, para imigrantes que não falam a língua
nacional, para falantes dos dialetos não padrão? (...).”
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778058
Inglês
Texto associado
Read the following extract and answer question.
The disjunction between method as conceptualized
by theorists and method as conducted by teachers is the
direct consequence of the inherent limitations of the concept
of method itself. First and foremost, methods are based
on idealized concepts geared toward idealized contexts.
Since language learning and teaching needs, wants, and
situations are unpredictably numerous, no idealized method
can visualize all the variables in advance in order to provide
situation-specific suggestions that practicing teachers so
clearly need in order to tackle the challenges they confront
every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods
have been largely guided by a one-size-fits-all (…) approach
that assumes a common clientele with common goals.
(KUMARAVADIVELU, B. Beyond methods:
macrostrategies for language teaching. Adapted)
Kumaravadivelu states that there are over 15 methods
for Second and Foreign Language (L2) teaching, which
he divides into three categories, i.e. language-centered,
learner-centered and learning-centered methods, as
seen, respectively, in alternative:
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