🔖 VUNESP | Inglês | 2023 | Questão 53 Comentada | Prefeitura (São Bernardo do Campo - SP) | Professor |🏛️ B3GE™
⬛ TEXTO (clique para abrir / fechar)
Leia o texto para responder às questões de números 52 a 55.
Communicating successfully in another language means shifting frames of reference, shifting norms, shifting assumptions of what can and cannot be said, what might be considered ambiguous, what should be explicit and what ought to remain tacit, and so on. In other words, using another language effectively involves more than vocabulary and structures; it involves thinking differently about language and communication.
The question is, how can we begin to understand another way of thinking, how can we be sensitized to different cultural frames, when we are in a classroom in Nebraska, Nairobi, or New South Wales? One answer, I will argue, is by reading, writing, and discussing texts. By examining the particular ways in which language is used to capture and express experiences, we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse.
The basic message is a simple one: academic language teaching must foster literacy, not only in terms of basic reading and writing skills, but also in terms of a broader discourse competence that involves the ability to interpret and critically evaluate a wide variety of written and spoken texts. Preparing students to communicate in multiple cultural contexts, both at home and abroad, means sensitizing them to discourse practices in other societies and to the ways those discourse practices both reflect and create cultural norms. I here argue that this kind of literacy is essential to real communicative ability in a language, and is therefore an indispensable goal in our efforts to prepare future generations for the challenges associated with the increased internationalization of many aspects of our society
🔗 Texto adaptado de: Richard Kern, Literacy and language teaching.
🟨 QUESTÃO 53
The content in the text leads to a broader notion of the concept of “literacy” and, as for foreign or second language teachers, it means that they should
(A) understand that, in the present globalized times, cultural literacy is more relevant than language literacy.
(B) prioritize the teaching of English as Lingua Franca, since this will contribute to an expansion of the students’ cultural repertoire.
(C) foster their students’ language abilities by exposing them to texts written by authors from diverse English varieties.
(D) introduce students to different cultural frames, and help them identify language conventions in each.
(E) challenge their students to read beyond the words in a text, and also try to “read the world”.
🔐 Gabarito (clique para revelar)
🧭 Leitura orientada
Para o autor, literacy envolve uma competência discursiva ampla, que inclui a capacidade de compreender textos como práticas sociais, interpretar valores culturais e avaliar criticamente discursos, indo além da decodificação linguística.
🔍 Análise alternativa por alternativa (com pegadinhas)
(A) ❌ Errada
Pegadinha: oposição artificial.
O texto não hierarquiza cultural literacy acima de language literacy; ele as integra em uma concepção ampliada.
(B) ❌ Errada
Pegadinha: foco deslocado.
O texto não discute priorização de ELF como política didática específica, mas uma visão geral de letramento.
(C) ❌ Errada
Pegadinha: redução metodológica.
Expor alunos a variedades do inglês pode contribuir, mas isso não esgota a noção ampla de literacy defendida.
(D) ❌ Errada
Pegadinha: leitura parcial do conceito.
Identificar quadros culturais e convenções linguísticas faz parte do processo, mas não contempla o aspecto crítico enfatizado no texto.
(E) ✅ Correta
Pegadinha: nenhuma — síntese conceitual.
A ideia de “ler o mundo” resume a proposta de letramento crítico: interpretar textos, discursos e práticas sociais de forma reflexiva.
🧠 Resumo B3GE™ Master
O texto adota a noção de letramento crítico: ensinar línguas é formar leitores capazes de interpretar discursos e compreender o mundo social. Bancas exploram alternativas que capturam apenas partes desse conceito ampliado.