Questões de Concurso

TEXT 1
An English teacher analyzes the written work of her class of basic level students and notices that some errors are recurrent, related to orthographic and/or phonological similarities to the mother tongue (L1), such as: (1) the transit in São Paulo is bad; (2) when she was a child, she studied at a public college; (3) I want to study a stranger language. The challenge for the teacher is to find strategies to facilitate the understanding and correction of these errors in order to help her students develop greater autonomy and awareness of them, as well as to promote more effective learning.

TEXT 2
Errors, once considered obstacles in behaviorist theory, are now recognized as an essential part of learning. This requires a pedagogical approach that values them as teaching tools and encourages students to learn from them and become autonomous in their correction and learning. If we want our students to become good fishermen, we need to use a correction method that teaches them how to fish without giving them the fish.
FIGUEIREDO, F. J. Q. Aprendendo com os erros – uma perspectiva comunicativa do ensino de línguas. 4ª edição: São Paulo: Parábola, 2023 (adapted).

In view of the information provided, the teacher should

Corrective feedback is any reaction by the teacher to demonstrate incorrect usage of language. There are six types of feedback corrections:

• explicit correction, which refers to the explicit provision of the correct form; • recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information or questions related to the well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the students to correct themselves by asking questions or pausing to allow them to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to highlight the mistake.

LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, n. 19, p. 37-66, 1997 (adapted).

In an Elementary English class, the teacher asks the students to introduce themselves. The first student stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to demotivate the students by pointing out the errors because he believes making errors is part of the learning process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this scenario, to correct the student’s utterance in Text 2, the teacher used a type of corrective feedback known as

A teacher has decided to focus on improving his students’ speaking skills through group discussions. The teacher believes that language learning is best achieved when students actively use the language in meaningful contexts. Therefore, he organizes activities that encourage interaction and communication among students and provides them with real-life scenarios to discuss and work on together, promoting the use of authentic language.

Which theoretical approach to language learning underlies this teacher’s decisions?

In a High School class, a group of students from different cultural backgrounds is learning English as an additional language. Among these students are Black English speakers, a dialect with its own grammar and vocabulary. The teacher recognizes the importance of working with linguistic diversity to promote inclusive language learning. As part of a collaborative interdisciplinary project, students were asked to work in pairs to do research about African Literature and texts with Black English expressions and idioms. After this, they would present their findings and discuss their impressions.
GARCÍA, O., FLORES, N., E WOODLEY, H. Transgressing monolingualism and bilingual dualities: education. Bern: Peter Lang, 2012 (adapted).

Based on the approach presented in the case study, we can state that

Joana, a pre-service English teacher, has been taking part in several teaching and researching projects since the beginning of her course. It provided her with strong theoretical and methodological basis related to the specific contents of the course. However, it was only during the supervised internship in a public school when she realized that being a teacher requires more than mastering contents and techniques. During her permanence at school she had to deal with lack of interest in English classes, great amount of bureaucratic work, conflicts among students and precarious working conditions. She was not prepared for those issues.

Concerning all the issues mentioned, Joana could benefit from the supervised internship because it