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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.

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Ed

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Para responder a essa pergunta, é importante considerar a importância da comunicação intercultural no ensino de língua inglesa. A interculturalidade é um aspecto fundamental no processo de ensino e aprendizagem de idiomas, pois envolve a compreensão e respeito pelas diferentes culturas presentes na interação social. Analisando as opções: A) as dimensões culturais da interação social - Este aspecto é fundamental para o ensino de língua inglesa, pois ajuda os professores a entenderem como a cultura influencia a comunicação. B) o background cultural dos professores - Embora seja relevante, não é o foco principal quando se trata de reconhecer a importância da interculturalidade no ensino de inglês. C) focar nas necessidades de comunicação apenas de culturas equivalentes - Isso vai contra o princípio da interculturalidade, que valoriza a diversidade cultural. D) negligenciar idiomas e culturas - Ir contra a interculturalidade e a valorização das diferenças culturais. E) deslocar os alunos de suas culturas individuais - Isso não é desejável, pois o ideal é promover a valorização da cultura dos alunos. Portanto, a opção correta que os profissionais do ensino de inglês reconhecem como importante a partir dos estudos de comunicação intercultural é: A) as dimensões culturais da interação social.

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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.

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.

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:
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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.
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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:
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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.
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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.
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D ( ) Only I, II and III are correct.
E ( ) Only II is correct.

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D ( ) language teachers are very constant regardless of the setting in which they are functioning.
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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.

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B ( ) taking into account learners’ age, level of proficiency, and relevance of topic.
C ( ) that are short and easy.
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