According to Jordão (2013), critical pedagogy differs from structuralist pedagogies because, among other reasons, it 
Passage 4 suggests that a transformative perspective to ESOL teacher education requires that teachers become more 
As regards Passage 2, analyse the assertions below:
I. A critical orientation may include a transformative view.
II. Critical and transformative perspectives in ESOL are indistinguishable.
III. Transformative perspectives are wider than critical orientations.
Choose the correct answer:
The following sentences present information provided in each of the passages from Text 2. Read them, add the corresponding number of each passage (1 to 4), and mark the option that presents the correct sequencing:
( ) Both perspectives attribute value to reflection.
( ) The classroom should be seen as part of a wider context.
( ) ELF teachers are stimulated to reflect on their own teaching.
( ) ELF studies have had great impact on English language teaching.
The digital age has been disrupting the normative structures of education in many ways. According to Bohn (2013, p. 97), one of the challenges language educators now face is 
According to Duboc (2016, p. 62), critical literacy differs from critical reading as the former holds that: 
In the passage “To be relevant, learning processes need to recruit, rather than attempt to ignore and erase, the different subjectivities, interests, intentions, commitments, and purposes that students bring to learning” (L.17-20), the author implies that teachers should 
Read the following extract from Text 1: “Multiliteracies recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies.” (L.11-14)
The alternative from Lotherington (2006) that has some analogy to this passage is:
Match the strategies offered below to the different teaching perspectives.
1. Multiliteracies posture
2. The Audio Lingual method
3. The Grammar-Translation method
4. Communicative Language teaching
( ) Presenting target-language reading passages and answering questions that follow.
( ) Discussing cultural diversity through different means such as written texts and blogs.
( ) Repeating patterns until students are able to form new habits in the target language.
( ) Offering students authentic materials that may function as triggers for classroom interactions. Mark the option which indicates the correct matching, from top to ...
The options below offer statements that agree with constructions of multiliteracies, as presented by Text 1, except: 