Questões de Língua Inglesa da Fundação Getúlio Vargas (FGV)

The assessment tool that is in line with a critical literacy posture is

• A. graded tests.
• B. dialogue journals.
• C. prescribed checklists.
• D. standardized questionnaires.
• E. copying texts from the Internet.

As regards critical learning, the function of this cartoon is to

• A. ridicule the layout of desks.
• B. show that old habits die hard.
• C. support the teacher’s attitude.
• D. criticize the students’ passivity.
• E. illustrate how teaching can be fun.

From the point of view of more recent pedagogies, the teacher’s statement is rather

• A. humble.
• B. yielding.
• C. coherent.
• D. groundless.
• E. domineering.

Duboc (2016, p. 65) mentions three generations of evaluation practices. Match the frameworks and the focus of their methods:

1. Behaviorism

2. Constructivism

3. Sociocultural theories

( ) Learner-centered methods

( ) Language-centered methods

( ) Learning-centered methods Indicate the option that shows the correct matching, from top to bottom.

• A. 2, 1 and 3.
• B. 3, 2 and 1.
• C. 1, 2 and 3.
• D. 2, 3 and 1.
• E. 1, 3 and 2.

Text 4 focuses on identity construction. Read the statements and mark them as TRUE (T) or FALSE (F).

( ) Professional identity results from a specific discursive model;

( ) Developing an identity is not a simple and effortless endeavor;

( ) Professional identities, including those of new English teachers, are in a constant flux.

The statements are, respectively:

• A. F, F and T.
• B. T, T and F.
• C. F, T and F.
• D. T, F and T.
• E. F, T and T.

The phrase “stunted professional growth” implies that professional growth may be

• A. impeded.
• B. extended.
• C. promoted.
• D. developed.
• E. strengthened.

A poststructuralist view of language teaching/learning tends to support the notion that identities are

• A. rooted.
• B. hybrid.
• C. universal.
• D. monolithic.
• E. homogeneous.

In the context of Text 4, the fragment “Yet, research also suggests that accessing this array of rewards can be difficult.” introduces (an)

• A. unexpected turn.
• B. wishful thinking.
• C. emphatic promise.
• D. typical illustration.
• E. vehement rejection.

Bohn (2013, p. 83 and 90) argues that in Brazil teacher identity has been strongly influenced by

• A. market rules.
• B. media discourse.
• C. religious doctrines.
• D. foreign transactions.
• E. scientific investigation.

From a Foucaultian perspective, classroom practice should consider as a key element

• A. centralized measures.
• B. pre-established models.
• C. standardized parameters.
• D. individual responsibilities.
• E. economy-focused premises.