Leia o excerto para responder às questões de números 27 a 31.

English as a Lingua Franca (ELF)

The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

• Non-use of third person present simple tense – s (She look very sad).

• Interchangeable use of relative pronouns who and which (A book who, a person which).

• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)

Leia o excerto para responder às questões de números 27 a 31.

English as a Lingua Franca (ELF)

The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

• Non-use of third person present simple tense – s (She look very sad).

• Interchangeable use of relative pronouns who and which (A book who, a person which).

• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)

Leia o excerto para responder às questões de números 27 a 31.

English as a Lingua Franca (ELF)

The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

• Non-use of third person present simple tense – s (She look very sad).

• Interchangeable use of relative pronouns who and which (A book who, a person which).

• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)

Leia o excerto para responder às questões de números 27 a 31.

English as a Lingua Franca (ELF)

The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

• Non-use of third person present simple tense – s (She look very sad).

• Interchangeable use of relative pronouns who and which (A book who, a person which).

• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)

Leia o excerto para responder às questões de números 27 a 31.

English as a Lingua Franca (ELF)

The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

• Non-use of third person present simple tense – s (She look very sad).

• Interchangeable use of relative pronouns who and which (A book who, a person which).

• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)

Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).

Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).