The move from English as a Foreign Language (EFL) to English as a Lingua Franca (ELF) has promoted 
Critical literacy emphasizes the need to use language as a vehicle for social change. One of the strategies a teacher may use for this purpose is 
Critical literacy supporters tend to see the discourse of “the now ‘classic’ critical pedagogies of the 80s and 90s” (Jordão, 2013, p. 290) as being 
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 