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According to the text, what is not right to affirm?
an effective language teacher needs skills other than language proficiency in order to function as a teacher of English to speakers of other languages.
qualified ESL/EFL educators not only should demonstrate written and oral proficiency in the English language (regardless of native language), but also should manifest teaching competency.
institutions should provide resources for teachers to be able to portray their cultural values within English-speaking contexts with the purpose of strengthening their own cultural identity.
employment opportunities for non-native teachers of English to speakers of other languages should not be influenced by native-likeness, but rather by professional qualifications.
teachers of English to speakers of other languages need training in teaching.
A ( ) an effective language teacher needs skills other than language proficiency in order to function as a teacher of English to speakers of other languages.
B ( ) qualified ESL/EFL educators not only should demonstrate written and oral proficiency in the English language (regardless of native language), but also should manifest teaching competency.
C ( ) institutions should provide resources for teachers to be able to portray their cultural values within English-speaking contexts with the purpose of strengthening their own cultural identity.
D ( ) employment opportunities for non-native teachers of English to speakers of other languages should not be influenced by native-likeness, but rather by professional qualifications.
E ( ) teachers of English to speakers of other languages need training in teaching.
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Prova de Línguas Estrangeiras
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Prova de Línguas Estrangeiras

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ano passado

Para responder à pergunta, é necessário identificar a afirmação que não está correta de acordo com o texto fornecido. Analisando as afirmações: A) um professor eficaz de línguas precisa de habilidades além da proficiência na língua para atuar como professor de inglês para falantes de outras línguas - Esta afirmação está correta de acordo com o texto. B) educadores qualificados de ESL/EFL não apenas devem demonstrar proficiência escrita e oral na língua inglesa (independentemente da língua nativa), mas também devem manifestar competência no ensino - Esta afirmação está correta de acordo com o texto. C) as instituições devem fornecer recursos para que os professores possam retratar seus valores culturais dentro de contextos de língua inglesa com o objetivo de fortalecer sua própria identidade cultural - Esta afirmação está correta de acordo com o texto. D) oportunidades de emprego para professores não nativos de inglês para falantes de outras línguas não devem ser influenciadas pela semelhança com nativos, mas sim por qualificações profissionais - Esta afirmação está correta de acordo com o texto. E) professores de inglês para falantes de outras línguas precisam de treinamento em ensino - Esta afirmação está correta de acordo com o texto. Portanto, a afirmação que não está correta de acordo com o texto fornecido é a opção C) institutions should provide resources for teachers to be able to portray their cultural values within English-speaking contexts with the purpose of strengthening their own cultural identity.

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Analyze the assertions that follow as regards the “native speaker myth” and choose the correct alternative.
I. Qualified non-native English-speaking teachers are likely to have a sense of professional inadequacy.
II. Non-native English-speaking teachers will position themselves as legitimate English teaching profession
A) I is correct and II is incorrect.
B) I is incorrect and II is correct.
C) Both I and II are correct.
D) Both I and II are incorrect.
E) Neither I nor II is correct.

Considering the myriad of research and the discussions that have been conducted on the field of ‘Teacher Identity’, it is right to affirm that teachers’ identities:
are intricately connected to their linguistic background.
are multiple, dynamic, relational, situated and embedded in relations of power.
are not influenced by language and discourse.
are static, single and uniform.
are not negotiable.
A ( ) are intricately connected to their linguistic background.
B ( ) are multiple, dynamic, relational, situated and embedded in relations of power.
C ( ) are not influenced by language and discourse.
D ( ) are static, single and uniform.
E ( ) are not negotiable.

Analyze the assertions that follow and, considering the landscape of literacy teaching and learning, choose the correct alternative:
The concept of multiliteracy emerged in the 1990s and was coined by the New London Group who met to think through the current state and future of literacy pedagogy.
A pedagogy of multiliteracies is one that teaches how to read and write multimodal texts which integrate two or more semiotic systems.
The pedagogy of multiliteracies emerged out of the understanding that if the world and the communications environment were changing, literacy teaching and learning would have to change as well.
The conception that making meaning is a multimodal process that integrates the linguistic, the visual, the audio, the gestural, and the spatial modes of meaning permeates the notion of multiliteracy.
A pedagogy of multiliteracies includes a balanced range of pedagogical moves that integrate Situated Practice, Overt Instruction, Critical Framing and Transformed Practice.
A ( ) Only I and II are correct.
B ( ) Only II, III and IV are correct.
C ( ) Only IV is correct.
D ( ) Only I, II, III and IV are correct.
E ( ) I, II, III, IV and V are correct.

Analyze the following real class episode and identify the correct assertions related to it. Then choose the correct alternative.
Gender refers to a set of representations that societies construct along historical periods granting meaning, symbols and characteristics to sexes.
Since their birth, children are exposed to the first characterizations of gender that will shape their insertion and participation in society.
Teachers must be aware that gender issues may arise at any time in the classroom, independently of the lesson plan. Thus, they must be ready to respond to students’ reactions accordingly.
In our society, being male or female involves an identity that confronts the opposite one, both denying it and distancing from it.
A ( ) Only I is correct.
B ( ) Only III is correct.
C ( ) Only I and IV are correct.
D ( ) Only I, II and III are correct.
E ( ) All of the assertions are correct.

The lines 35-36, “this is the oppressor’s language / yet I need it to talk to you”, in a context of English as a Foreign Language teaching, can convey the notion that:
there are power relations involved in language learning.
learning the language of a dominant culture can reveal an act of resistance.
it is impossible to learn the language of the oppressor because asymmetrical relations prevent acquisition.
teaching a foreign language is unavoidably oppressive.
learning English as a Foreign Language can be a way through which students from oppressed social groups can empower themselves inside a context of domination.
A ( ) Only II and V are correct.
B ( ) Only III and IV are correct.
C ( ) Only I, II and V are correct.
D ( ) Only I, II and III are correct.
E ( ) Only II is correct.

Teacher identity has been gaining attention of scholars and researchers in the field of TESOL for nearly two decades. The discussions over this theme have claimed that:
A ( ) research on teacher identity these days reflects paradigms of teachers as technicians.
B ( ) teacher identity is no longer connected to power relations in any ways.
C ( ) the general move has been away from identity in terms of contextualized social processes towards psychological processes.
D ( ) language teachers are very constant regardless of the setting in which they are functioning.
E ( ) teacher identity is relational, interactional, contingent, and contextually bound.

English language teaching has gained various insights from research in intercultural communication. Among the aspects that English teachers have learned from intercultural communication studies, it can be claimed that these professionals now recognize the importance of:
A ( ) the cultural dimensions of social interaction.
B ( ) the cultural background of teachers.
C ( ) focusing on the communication needs of equivalent cultures only.
D ( ) neglecting languages and cultures.
E ( ) displacing students from their individual cultures.

Based on Sousa’s research, partly reported in Text 7, it is correct to affirm that:
A ( ) the researcher’s findings meet Brown’s (2000) claim that positive transfer occurs when the knowledge of a previously acquired language benefits the learning of another language.
B ( ) the learning of English as an FL/L3 by deaf people is prevented by the transference of previously acquired strategies.
C ( ) Portuguese as a second language is the only support that deaf people have to learn English as an FL/L3 language.
D ( ) the deaf community may also experience negative transfer when the Brazilian Portuguese language is the only support they can rely on.
E ( ) success in learning English as an FL/L3 depends on the equivalences and/or differences between individual learners.

Considering theoretical and empirical issues concerning research in the field of reading, it is correct to affirm that teachers should selects texts:
A ( ) whose topic is motivating irrespective of pedagogical concerns.
B ( ) taking into account learners’ age, level of proficiency, and relevance of topic.
C ( ) that are short and easy.
D ( ) bearing in mind the grammar and vocabulary they want to teach.
E ( ) on the basis of teachers’ proficiency.

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