Questões de Concurso

The decline of Audiolingualism Audiolingualism reached its period of most widespread use in the 1960s and was applied both to the teaching of foreign languages in the United States and to the teaching of English as a second or foreign language. It led to such widely used courses as English 900 and the Lado English Series, as well as to texts for teaching the major European languages. But then came criticism on two fronts. On the one hand, the theoretical foundations of Audiolingualism were attacked as being unsound in terms of both language theory and learning theory. On the other hand, practitioners found that the practical results fell short of expectations. Students were often found to be unable to transfer skills acquired through Audiolingualism to real communication outside the classroom, and many found the experience of studying through audiolingual procedures to be boring and unsatisfying.

RICHARDS, Jack C. Richards; RODGERS, Theodore S. Rodgers. Approaches and methods in language teaching.2. ed. Cambridge: Cambridge University Press,2001.

Read Text I and answer the question that follows.

Text I

We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.

Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom

“Research suggests that detecting false information is difficult. When we encounter new information, we tend to focus on understanding it and deciding what to do next, rather than evaluating it for accuracy. It takes effort to compare new information with what we already know; when new information is false but plausible, we can learn it as fact. Several factors may increase our susceptibility to misinformation.

People are more likely to believe misinformation if it comes from in-group sources rather than out-group ones, or if they judge the source as credible. The emotional content of misinformation plays a role as well: People are more likely to believe false statements that appeal to emotions such as fear and outrage. They are also more likely to believe misinformation that paints opponents in a negative light than they are to believe misinformation that is negative about their own in-group. Finally, people are more likely to believe repeated information, even when it contradicts their prior knowledge. These findings suggest that it is important to stop misinformation early.

Susceptibility to misinformation shows individual differences based on experience. For example, educational attainment, analytical reasoning, and numeracy skills can increase resistance to misinformation, while anxiety increases a person’s likelihood of believing it. Older adults may be better at identifying misinformation than younger adults, yet older adults are also more likely to see and share false information on social media. Many of these effects are modest, and a key conclusion from the existing literature is that belief in misinformation does not always lead to changes in a person’s attitudes, intentions, or behaviors. In other words, what we believe does not always translate into what we do.

Many of these studies were conducted in laboratory and other controlled settings, so more research is needed in real-world contexts to determine the full impact of misinformation on behavior and health.”

Fonte: https://www.apa.org/topics/journalismfacts/misinformation-belief-action. Acesso em 05/01/2026 (adaptado).