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A Japanese English teacher in Tokyo recounts some struggles in her determined effort to teach communicatively:

“Many Japanese students have been taught that they have to really know every word in a sentence in order to understand a foreign language. They are not taught to use the strategies they already use in their native language, that is, to guess meaning from context. When the blackboard is full of writing and I am busy in class, I ask the student, “Please, erase the blackboard”, handing him an eraser and pointing to the dirty blackboard. If he does not move, it is not because he is offended. He just did not recognize the word “erase”, and to him this means he did not understand me. If he is willing to accept the ambiguity, he gets up and cleans the board.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. IN: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adapted)

The excerpt illustrates an ordinary situation in the teaching and learning of English worldwide, Brazil included. From the example given it is possible to state that