Questões de Concurso

According to Rajagopalan (2009), up to three-quarters of global English users are non-native speakers. Therefore, pedagogical practices must reject the "native speaker myth" and the pursuit of a "perfect pronunciation" - concepts that reinforce unequal power relations. Instead, additional-language classrooms should value multiple linguistic varieties, prioritizing intelligibility, identity, and the negotiation of meaning.

Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.

(a)

Designing lessons based on exposure to speakers from diverse backgrounds (such as Indian, Nigerian, or Brazilian English), prioritizing tasks that focus on mutual intelligibility and the use of English as a tool for global communication rather than on imitating native-speaker accents.

(b)

Implementing listening activities featuring non-traditional varieties with the objective of identifying phonetic and lexical deviations from standard British or American English, training students to correct these errors for international examinations.

(c)

Proposing debates and simulations in which students must adopt the roles of global speakers, requiring every student to neutralize their local accent in order to achieve a variety considered neutral, justified by the demands of the job market.

(d)

Analyzing postcolonial literary texts that combine English with local varieties, focusing on identifying structures that depart from traditional grammar and demonstrating that this type of hybrid writing is restricted to literary production rather than everyday communication.

(e)

Adopting textbooks that present linguistic variation as isolated cultural curiosities, while maintaining standard American English as the only correct model to be assessed in oral examinations.