Questões de Concurso

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    In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

(KRAMASCH, Claire. Cultura no ensino de língua estrangeira. Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)

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     ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of their  subject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.

(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)

Read the text to answer question:

     ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of their  subject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.

(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)

Read the text to answer question:

     ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of their  subject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.

(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)

Read the text to answer question:

     ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of their  subject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.

(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)