When considering the differences between traditional and critical approaches to foreign language teaching, it is possible to establish a set of distinctions that contribute to the development of language teaching relationships in contemporary times. Thus, select the alternative that presents a characteristic of critical approaches.

The expansion of the concept of literacy, also conceived within the social practices of the digital world — where knowledge of the English language enhances opportunities for participation and circulation — brings together and intertwines different semiotic systems and languages (verbal, visual, bodily, audiovisual) in a continuous process of contextualized, dialogical, and ideological meaning-making. This is referred to as

Among the essential knowledge required for English language teachers in both initial and continuing education, select the one that has a direct correspondence with teaching and learning.

In addition to the communicative approach, the English for Specific Purposes (ESP) approach emerged in the post-war period, now referred to as the Languages for Specific Purposes (LSP) approach, which presents three distinctive features. Select the alternative that encompasses these three elements.

The approach that proposes that teachers adapt methodologies to the specific needs of their students and contexts, reducing the gap between theory and practice, is known as

The audiolingual approach to language teaching was highly popular between the 1940s and 1960s, particularly in the United States, and has its roots in behaviorism and structural linguistics. Regarding this approach, select the correct statement.

The period of technicist education was marked by a strong presence of English language teaching in schools, with a focus on workforce qualification for industrial labor. The most common approach at the time was based on the grammar-translation method. Select the alternative that describes the methodological orientation commonly associated with this method.

The methodological guidelines, including the ‘Base Nacional Comum Curricular’ (Brasil, 2017) and, consequently, the state curricula, define that in teaching and learning relationships mediated by social practices, the English language is considered

An important methodological approach to working with the English language in elementary education involves the use of didactic sequences, which, according to Dolz, Noverraz and Schneuwly (2010), are

The teaching of the English language as a social practice follows a theoretical-methodological orientation towards