Given the fact that teaching practices may influence the representations about a language and its speakers, it is important to consider the teaching/learning of languages from an intercultural perspective. Which of the following is NOT one of the fundamental motivations for intercultural teaching?

Considering the importance of the relations between identity and language, and the relevance of questions about who the subjects involved in the teaching/learning process are, read the propositions related to the concept of identity and choose the alternative that enumerates the CORRECT statements from the standpoint of contemporary studies about language teaching.

(1) Language is, among other things, the construction of what we imagine that we are, what we believe, and what we do. In this sense, it can be seen as something that makes possible the dynamics of our identities, even though they are comprised of conflicts and contradictions.

(2) The identity of a subject is unique and unified, being this subject individual, rational and developed to think and to express the thoughts through language.

(3) The subject is the origin of meaning, and not the result of a set of practices that composed him or her, thus, the subject constructs his/her own language individually.

(4) The identities are produced, always multiple and mutant, in those practices in which we get involved and engaged.

(5) The subject consists of an essence that develops since birth and goes on along the being's existence. Thus, each one acquires language in a unique way.

Check the alternative that presents the number of the CORRECT statements.

According to Bakhtin (Estética da criação verbal. 4. ed. São Paulo: Martins Fontes, 2003), every oral or written interaction resorts to socio-communicative practices, historically constructed, influenced by social phenomena, and dependent upon the communicative situation in which they are enunciated. Thus, when using a text in English language classroom, it must be taken into account that it does not make sense as a decontextualized linguistic object: it is always produced by someone, to someone, and with specific purposes. The expression that defines the historically built socio-communicative practices to which people resort in written texts can be defined as:

In the teaching of the English language, pedagogical tasks to be performed with printed material as well as in digital medium may have distinct focuses. Associate the column on the right side to the column on the left according to the focus of the pedagogical tasks described.

(1) Focus on language

(2) Focus on the theme

(3) Focus on the use of language

(4) Focus on listening skills

(5) Focus on cultural knowledge

( ) Reading the forecast for a city in England in a website.

( ) Accessing a specific site to listen to a previously chosen song. Then, filling the gaps in the song lyrics, also online.

( ) Filling a postcard with gaps, using the appropriate choice of words and verb tense.

( ) Describing the clothes of classmates, so that other classmates guess who they are.

( ) Reading a text that describes Christmas festivities in Mexico to find and discuss the differences from Brazilian traditions.

The CORRECT sequence is:

According to GARCEZ & SCHLATTER (Línguas adicionais na escola: aprendizagens colaborativas em Inglês. Erechim, Edelbra, 2012, p.37), the very choice of the term that defines the object of teaching/learning is important to reason about the motivation for teaching language in regular school. This reasoning necessarily precedes the language teaching practice. Thus, the choice of the term “additional language,” instead of “foreign language” or “second language,” reflects a series of presuppositions. Read the propositions and write (T) for true and (F) for false, in relation to the reasons for favoring the term “additional languages.”

( ) The understanding that additional languages are useful for us, Brazilians, in our own society;

( ) Not foregrounding the distinction between native and non-native speaker, as a result of not considering this distinction relevant;

( ) Not valuing the first language of the student, for example, in deaf, indigenous, immigrants or immigrants' descendants communities;

( ) Not recognizing that additional languages are used in many circumstances for the communication among people from different nationalities;

( ) Recognizing that students may already have other languages in their repertoire.

Check the alternative that shows the CORRECT sequence: