It is currently assumed that the teaching/learning of English as a Foreign Language in Brazilian public schools has not been successful (Jordão, 2013, p. 286-287). Read the statements below and mark them as TRUE (T) or FALSE (F).
( ) Teachers’ lack of qualification may contribute to this perception.
( ) This is because local cultures and discursive practices are disregarded.
( ) To solve this problem, basic rules of grammar and vocabulary should be taught.
The statements are, respectively:
Consider the following statement: “the teaching of a foreign language […] tends to place ‘non-natives’ locally involved in the process of teaching/learning in a subordinate position when confronted with the authority attributed to the ‘natives’ in what is considered ‘their own language’” (our translation) (Jordão, 2013, p. 280).
Here, the writer is attributing this view to
Based on Siqueira (2011), analyse the statements below.
I. ELF has derived from “native” speakers and is a unique variety of English.
II. Most interactions in ELF today are between “non-native” speakers.
III. ELF has become a diverse, multiple and nomad language.
IV. It is possible to codify a general variety of ELF.
Choose the correct answer:
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 