O texto seguinte servirá de base para responder a questão.

The Role of the Teacher in Promoting Intercultural Approaches

Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.

(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)

O texto seguinte servirá de base para responder a questão.

The Role of the Teacher in Promoting Intercultural Approaches

Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.

(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)

O texto seguinte servirá de base para responder a questão.

The Role of the Teacher in Promoting Intercultural Approaches

Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.

(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)

O texto seguinte servirá de base para responder a questão.

The Role of the Teacher in Promoting Intercultural Approaches

Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.

(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)

Learning and Teaching

Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.

All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:

Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.

Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.

Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.

These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.

(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)

Learning and Teaching

Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.

All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:

Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.

Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.

Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.

These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.

(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)

Learning and Teaching

Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.

All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:

Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.

Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.

Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.

These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.

(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)

Interculturality in FL Teaching

Foreign Language teachers recognize the importance of sociocultural aspects in interactions between individuals from diverse linguistic backgrounds, understanding that language acquisition extends beyond vocabulary and grammar. Learning a language involves engaging with a unique worldview and societal norms, as languages are not abstract systems but integral to social communication.

Contemporary FL education aims for interdisciplinary approaches in content selection, prioritizing respect for differences and acknowledging identity traits as agents of solidarity.

Teaching materials play a crucial role in shaping lessons, balancing skill development, and guiding language use.

Educators encourage learners to seek authenticity in understanding FL, bridging local productions with unfamiliar cultural contexts. Learners, by engaging in co-authorship of interculturally developed texts, connect learning with personal experiences, fostering critical reflections and reshaping self-perception and global understanding.

While the communicative approach facilitates explicit cultural teaching, it poses challenges, potentially overshadowing local identities. In a globalized world, learners aspire to grasp FL without cultural erasure, seeking to embrace diverse identities without silencing their own.

(Adapted from: SCHEYERL, D.; BARROS, K.; ESPÍRITO SANTO, D. A perspectiva intercultural para o ensino de línguas, 2014)

Interculturality in FL Teaching

Foreign Language teachers recognize the importance of sociocultural aspects in interactions between individuals from diverse linguistic backgrounds, understanding that language acquisition extends beyond vocabulary and grammar. Learning a language involves engaging with a unique worldview and societal norms, as languages are not abstract systems but integral to social communication.

Contemporary FL education aims for interdisciplinary approaches in content selection, prioritizing respect for differences and acknowledging identity traits as agents of solidarity.

Teaching materials play a crucial role in shaping lessons, balancing skill development, and guiding language use.

Educators encourage learners to seek authenticity in understanding FL, bridging local productions with unfamiliar cultural contexts. Learners, by engaging in co-authorship of interculturally developed texts, connect learning with personal experiences, fostering critical reflections and reshaping self-perception and global understanding.

While the communicative approach facilitates explicit cultural teaching, it poses challenges, potentially overshadowing local identities. In a globalized world, learners aspire to grasp FL without cultural erasure, seeking to embrace diverse identities without silencing their own.

(Adapted from: SCHEYERL, D.; BARROS, K.; ESPÍRITO SANTO, D. A perspectiva intercultural para o ensino de línguas, 2014)

Interculturality in FL Teaching

Foreign Language teachers recognize the importance of sociocultural aspects in interactions between individuals from diverse linguistic backgrounds, understanding that language acquisition extends beyond vocabulary and grammar. Learning a language involves engaging with a unique worldview and societal norms, as languages are not abstract systems but integral to social communication.

Contemporary FL education aims for interdisciplinary approaches in content selection, prioritizing respect for differences and acknowledging identity traits as agents of solidarity.

Teaching materials play a crucial role in shaping lessons, balancing skill development, and guiding language use.

Educators encourage learners to seek authenticity in understanding FL, bridging local productions with unfamiliar cultural contexts. Learners, by engaging in co-authorship of interculturally developed texts, connect learning with personal experiences, fostering critical reflections and reshaping self-perception and global understanding.

While the communicative approach facilitates explicit cultural teaching, it poses challenges, potentially overshadowing local identities. In a globalized world, learners aspire to grasp FL without cultural erasure, seeking to embrace diverse identities without silencing their own.

(Adapted from: SCHEYERL, D.; BARROS, K.; ESPÍRITO SANTO, D. A perspectiva intercultural para o ensino de línguas, 2014)