In the same book, bell hooks (2003, p. 11) states that “Teaching is a performative act”. This means that teachers:

In the introduction of the book “Teaching to Transgress: education as the practice of freedom”, bell hooks (2003) shares her experience as a student in “all-black grade schools” and “desegregated, white schools” and then at undergraduate and graduate schools in the U.S. How were these experiences different?

In the chapter “Da aplicação de Linguística à Linguística Aplicada Indisciplinar”, Moita Lopes (2009) proposes the term “Linguística Aplicada Indisciplinar” as an area of study that:

Orlando and Ferreira (2013) discuss the contributions of new literacies and multiliteracies studies to teacher education regarding identity issues. The authors, based on New Literacies theory, defend that the role of the language teacher in contemporary society is to:

According to Motta-Roth (2006) the concept of genre has been a common reference in official documents for education, especially in relation to the PCNs of Foreign Languages, Arts and Computing. However, she states that there is a “fluctuation in the concept of genre in these references” (p. 498). Within these concepts, the one(s) that she considers the most appropriate is/are:

Baladeli and Ferreira (2012) defend that due to the increasingly use of web 2.0 technologies in contemporary society, new digital literacies need to be approached in both pre-service and in-service teacher education. The concept of digital literacy can be defined as:

The Pedagogy of Multiliteracies is presented by the New London Group as this attempt to broaden the traditional concept of literacy practices due to the constant changes in contemporary societies and the need to incorporate new literacy practices. This pedagogy includes four components that are related in complex ways. The components described by the authors are:

Cope & Kalantzis (2000) present the discussions made by the New London Group in 1996, when different educators met to discuss traditional literacy pedagogy and the need of new literacy practices in contemporary society. They assert that they “attempt to broad this understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses” (p. 9). Within this perspective, the two principal aspects of this multiplicity of discourses include:

Scrivener (2011) presents alternative ways to teach grammar opposed to the traditional “present-practice” structure lesson shape. One of these ways is Task-Based Learning, which comprises the following procedures:

Harmer (2015) suggests a basic procedure for teaching receptive skills that involves two types of tasks:

I (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs text-related texts.
II (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs comprehension task; (6) SS read/listen for task; (7) T directs feedback; (8) T directs text-related texts.

Looking at I and II, the most appropriate conclusion is that: