TEXT IV –

English in Brazil: Insights from the Analysis of Language Policies,

Internationalization Programs and the CLIL Approach

Abstract: The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

Keywords: English language teaching (ELT), Content and Language Integrated Learning (CLIL), Language policies, Internationalization, Brazil

Source: FINARDI, Kyria; LEÃO, Roberta; PINHEIRO, Livia Melina. English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach. In: Education and Linguistics Research, 2016, Vol. 2, No. 1. Available at:

https:/ /www.researchgate. net/ profile/Kyria_Finardi/publication/297653683_ English_in_Brazil_Insights_from_the_ Analysis_of_

Language_Policies_Internationaliz ation_Programs_and_the_CLIL_Approach/links/5814871508aeffbed6bdf5ba/ English-in-Brazil-

Insights- from-the-Analysis-of-Language-PoliciesInternationalization- Programs-and-the-CLIL-Approach.pdf . Accessed on

September 29th, 2020.

Based on Text IV, analyze the following sentences and check True (T) or False (F).

( ) In-service English teachers are aware of the importance of the CLIL approach as well as of the obstacles to its implementation in that context.

( ) The study suggests a review of language and internalization policies in Brazil to ensure a convergence between them and internationalization policies and approaches, mainly at higher education.

( ) Globalization and internationalization have influenced the use of CLIL as an ELT approach.

Choose the alternative with the CORRECT sequence:

TEXT IV –

English in Brazil: Insights from the Analysis of Language Policies,

Internationalization Programs and the CLIL Approach

Abstract: The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

Keywords: English language teaching (ELT), Content and Language Integrated Learning (CLIL), Language policies, Internationalization, Brazil

Source: FINARDI, Kyria; LEÃO, Roberta; PINHEIRO, Livia Melina. English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach. In: Education and Linguistics Research, 2016, Vol. 2, No. 1. Available at:

https:/ /www.researchgate. net/ profile/Kyria_Finardi/publication/297653683_ English_in_Brazil_Insights_from_the_ Analysis_of_

Language_Policies_Internationaliz ation_Programs_and_the_CLIL_Approach/links/5814871508aeffbed6bdf5ba/ English-in-Brazil-

Insights- from-the-Analysis-of-Language-PoliciesInternationalization- Programs-and-the-CLIL-Approach.pdf . Accessed on

September 29th, 2020.

In line with the abstract, we may infer that

TEXT III -

(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-

classroom-infographic/ Accessed on September 25th, 2020)

The word “telltale” in the sentence “Here are four telltale signs you're doing it right” is closest in meaning to

TEXT III -

(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-

classroom-infographic/ Accessed on September 25th, 2020)

“You've recorded your lectures so your students can learn from them at home. But that's only the first step on the path to a flipped classroom. The magic starts when you use that extra class time for deep learning. Here are four telltale signs you're doing it right.”

The order of different verb tenses used in this paragraph is, respectively:

TEXT III -

(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-

classroom-infographic/ Accessed on September 25th, 2020)

According to the infographic, it is CORRECT to state that

TEXT II –

Available at: https://www.inquirer.com/opinion/cartoons/coronavirus-schools-education-equity-

virtual-learning-20200329.html. Accessed on September 22nd, 2020)

Philly High student's purpose when he asks Rich Suburb High student “Do you really want to know?” is probably to

TEXT II –

Available at: https://www.inquirer.com/opinion/cartoons/coronavirus-schools-education-equity-

virtual-learning-20200329.html. Accessed on September 22nd, 2020)

Based on the cartoon, we may infer that

TEXT I -

How teachers are trying to reach English language learners during pandemic

(Apr 29, 2020 4:23 pm – by Jo Napolitano, The Hechinger Report)

Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes.

So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.

“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said.

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.

By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand.

Schools often fell short of these requirements, even before the current crisis.

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)

(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-

english-language-learners-during-pandemic. Accessed on September 30th, 2020)

“Schools often fell short of these requirements, even before the current crisis.” In this sentence, “fell short of” can be replaced by

TEXT I -

How teachers are trying to reach English language learners during pandemic

(Apr 29, 2020 4:23 pm – by Jo Napolitano, The Hechinger Report)

Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes.

So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.

“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said.

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.

By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand.

Schools often fell short of these requirements, even before the current crisis.

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)

(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-

english-language-learners-during-pandemic. Accessed on September 30th, 2020)

In the sentence “And they must communicate with families in a language they understand”, the pronouns “they” (in bold) refer, respectively, to

TEXT I -

How teachers are trying to reach English language learners during pandemic

(Apr 29, 2020 4:23 pm – by Jo Napolitano, The Hechinger Report)

Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes.

So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.

“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said.

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.

By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand.

Schools often fell short of these requirements, even before the current crisis.

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)

(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-

english-language-learners-during-pandemic. Accessed on September 30th, 2020)

According to the text, it is RIGHT to say that