Questões de Inglês da FGV

    Our first goal as language teachers is always to encourage our learners to make use of their developing language. Giving them a genuine communicative purpose and making it personal to them are two good ways of achieving this. For students beginning their journey to greater self-awareness, teachers could devise an inventory of learning skills for them to rate themselves on. This could include items such as ‘I keep my notes in order’, ‘I always make a note of homework and the date it should be done’ or whatever is appropriate to their level. Students could rate themselves privately, but then discuss with other students which ones they find most challenging, exchanging tips about how they could improve these aspects of learning. From these discussions, it will probably become clear that some students have already got good study strategies in place, even if some of them seem a little unusual. Revisiting the checklist later in the course helps learners to reflect on how they have improved and what they still need to work on. […]

    Making use of materials that include a diverse range of characters is another great way of initiating discussion and raising awareness of the issues. There may be no explicit mention made in the text of this diversity, thereby sending the implicit message that this is just how the world is. Students may see characters that they can relate to more easily, and feel more included generally. Other materials, such as the ‘Adventures on Inkling Island’ comic strips, explicitly showcase the daily challenges and talents of neurodiverse people, demonstrating that being different can be a strength in some situations.

    A powerful way of enabling people to understand how it might feel to be in the minority on a daily basis, whether in terms of physical abilities or cognitive function, is to set up experiential activities which challenge the participants to perform unusual tasks in conditions that make their usual way of working impossible. As well as being a fun way of introducing the topic for further discussion, these activities are usually very memorable and drive home the message that – in the vast majority of cases – lack of success in academic tasks is not due to laziness or stupidity.

Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom 

    Critical literacies are not new among scholars and researchers in literacy education. However, due to different theoretical bases, there is no unique definition of “critical literacy”. In their broadest sense, critical literacies refer to the ability to read texts going beyond their superficial meaning. That is, it implies approaching texts in a reflective way to understand working ideologies such as power, inequality, and injustice. In the realm of critical literacy, text is understood as a “vehicle through which individuals communicate with one another using the codes and conventions of society” (Robinson & Robinson, 2003, p. 3). Texts, in this sense, can be either songs, novels, poems, conversations, pictures, movies, and so on. […]

    Hence, the critical literacies approach is generally contrasted with functional literacy. The former views literacy as a social practice, while the latter views literacy as the mastery of linguistic skills. In addition, Manning (1999) developed a framework to distinguish critical literacies from functional literacy by establishing the difference between their respective ideology purpose, literacy curriculum, and instruction. On the one hand, the main objective of functional literacy is to produce skilled workers for the marketplace. Consequently, the curriculum is restrictive and the instruction is individualistic and competitive. On the other hand, for critical literacies, texts are not neutral but marked by power messages, dominating interests, and hidden agendas. In order to deconstruct these texts and unveil their ideological messages and power relationships, the curriculum is to employ materials from the everyday world as text and analytic tools.

    Critical scholars have overtly supported the idea that there is not a single procedure for incorporating critical literacies into the classroom, given that the particularities of the context where the foreign language is taught differ from one another. Thus, an approach to critical literacies “needs to be continually redefined in practice” (Comber, 2001, p. 274).

Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University” available at http://www.scielo.org.co/scielo.php?script= sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso