Prova INEP - 2024 - INEP - Letras - Inglês

Any student, regardless of their varied skills, experiences, or identities, should have access to fair and equitable educational opportunities, according to the inclusive education movement (UNESCO, 2019). The ideas of inclusive education are expanded to the field of language acquisition within the context of English Language Teaching (ELT). It places a focus on creating a welcoming environment for language instruction where all students may actively participate and realize their full potential.
ANIS, M., KHAN, R. Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration. Universal Journal of Educational Research. (online), v.2, n.3, p. 2.960-3.722, jun./sept. 2023 (adapted).

Taking into consideration what UNESCO suggests about inclusive ELT, choose the alternative that brings an adequate source of intrinsic motivation to be observed by teachers when planning a lesson that is based on students’ learning styles, aiming at promoting students’ inclusion.

Lesson plan
Objectives: To help students understand and apply pragmatic aspects of the English language in various contexts by using role-play and real-life scenarios.
Duration: 90 minutes.
Materials: Whiteboard and markers; printed role-play scenario cards; audio recordings of dialogues (optional); handouts with discussion prompts and reflection questions.
Assessment: Participation in role-play activities and class discussion.
Introduction (10 minutes): Explain that pragmatics involves understanding the context in which language is used and how meaning is constructed in different situations.
Warm-up activity (10 minutes):
Role-play activity (40 minutes):
Class discussion (15 minutes):
Audio analysis (optional) (10 minutes):
Reflection and homework (5 minutes):

The teacher has started planning the lesson. Taking into consideration this teacher’s lesson plan for a High School context, choose the alternative that fits the warm-up activity.

In a High School class, a group of students from different cultural backgrounds is learning English as an additional language. Among these students are Black English speakers, a dialect with its own grammar and vocabulary. The teacher recognizes the importance of working with linguistic diversity to promote inclusive language learning. As part of a collaborative interdisciplinary project, students were asked to work in pairs to do research about African Literature and texts with Black English expressions and idioms. After this, they would present their findings and discuss their impressions.
GARCÍA, O., FLORES, N., E WOODLEY, H. Transgressing monolingualism and bilingual dualities: education. Bern: Peter Lang, 2012 (adapted).

Based on the approach presented in the case study, we can state that

In the post-colonial era, economic and political forces underlie discourse. [...] Individuals who spoke or thought outside the dominant discourse were ignored. [...] On the other hand, the so-called ethnic and cultural “minorities” exercise another type of power, discursive resistance, by taking over the language of the dominant to question and talk about their problems.
PAULA, M. A. R. de; FERREIRA, G. D.; FELDMAN, A. K. T. Diversity and multiculturalism through English-language literature. In: PARANÁ, The challenges of public schools in Paraná from the perspective of the PDE teacher. Articles. v. 1, 2016.

Aligning with the ideas presented in the text, using non-canonical texts in English classes in Basic Education

Assessment is not only central to the teaching and learning processes; it is, above all, the integrating element between the two processes and, as such, should support them from the beginning and, therefore, should not be treated as an independent final stage. Thinking about assessment from the start is fundamental to define not only the end point or the aims to be achieved, but, above all, the starting point.
SCARAMUCCI, M. V. R. Avaliação: mecanismo propulsor de mudanças no ensino/aprendizagem de língua estrangeira. Revista Contexturas. São Paulo, APLIESP, p. 75- 81, 1999 (adapted).

What type of assessment aligns with the text?

A portfolio in the foreign language classroom is a collection of a learner’s work that displays the progress that learner is making in connection with classroom goals. This assessment method is very learner-centered. A portfolio can contain student work samples, optimally chosen by both the teacher and the learner, that are based on the learning goals. Apart from being learner-centered and allowing ownership of learning, portfolios offer opportunities for self-assessment and therefore critical thinking processes (Which work is my best and why?) and for collaboration processes with peers, for example, when learners work together on one task for the portfolio.
TSAGARI, D., et al. Handbook of Assessment for Language Teachers. 2018 (adapted).

According to the excerpt, reflective assessment tools such as portfolios

Bennett (2009) endorses the idea that it is unhelpful, and simplistic, to equate assessment for learning with formative assessment and assessment of learning with summative assessment. From a “more nuanced” view, he suggests that assessments designed primarily to serve a summative function may also function formatively, while those designed primarily to serve a formative function may also function summatively.
WILIAM, D. What is assessment for learning? Studies in Education Evaluation, v. 37, n. 1, 2011. p. 3-14 (adapted).

In a given school, each year, students of the third year of High School take a reading test which includes items taken from past Exame Nacional do Ensino Médio (ENEM) tests. These scores are not considered to their academic records. A group of English teachers meet together to review students’ performance on the test, and in particular, look at the facility (proportion correct) for different kinds of English reading items on the test. Where item facilities are lower than expected, they look at how the instruction on those which required reading skills was planned and delivered and they look at ways in which the instruction can be strengthened in the following year.
Considering the above scenario, the teacher’s decision is correctly described as assessment for learning, since

West Side Story is a contemporary film inspired in William Shakespeare’s Romeo and Juliet. The central theme of forbidden love between young lovers from opposing groups portrays the destructive nature of prejudice and hatred, leading to tragic outcomes. The lovers, Romeo and Juliet, and Tony and Maria, face immense societal pressures and personal sacrifices. Ultimately, both narratives highlight the senselessness of violence and the enduring power of love amidst conflict.
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she

The distinction between meaning-focused and form-focused is also intended to capture another key difference between an exercise and a task relating to the role of the participants. Thus, a ‘task’ requires the participants to function primarily as ‘language users’ in the sense that they must employ the same kinds of communicative processes as those involved in real-world activities. Thus, any learning that takes place is incidental. In contrast, an ‘exercise’ requires the participants to function primarily as ‘learners’; here learning is intentional.”
ELLIS, R. Task-based Language Learning and Teaching. Oxford: Oxford University Press, 2003 (adapted).

According to the distinction between ‘activity’ and ‘task’, discussed in the text by Ellis, which of the following could be considered an exercise?