Questão FC700159
Leia o texto a seguir para responder a questão a seguir: There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus
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VUNESP · 2025
Leia o texto a seguir para responder a questão a seguir:
There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing proficiency and, indeed, no single variety of English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers. The proliferation of acronyms in English Language Teaching reflects this diversity of models.
By a ‘model’ I do not mean a particular variety of English – such as US or British – though selection of a particular variety may play a role. By a ‘model’ of English I mean a complex framework, which includes issues of methodology and variety, but goes beyond these to include other dimensions of the context and practice of learning English.
It is becoming clear that these issues are not easily separable. The appropriateness of content clearly depends on such things as the age of the learner and whether English is to be used primarily as a language of international communication or for survival communication with native speakers, perhaps whilst on holiday in the UK or some other English-speaking country. This is why I have identified broad models which can be thought of as configurations of the factors listed in the box.
There are many stakeholders involved in the teaching and learning process, each of whom may have a different view. Learners, their families, teachers, governments, employers, textbook publishers, examination providers – all now possess an interest in the English language business.
(David Graddol. English Next. Adaptado)
According to the author, the defining characteristic of a ‘model’ of English in the context of language teaching is a
- specific, identifiable variety of English, such as British or American, that serves as the linguistic target for learners.
- prescriptive framework established by governments and exam providers to standardize proficiency assessment across global contexts.
- simple acronym used within the field to summarize the teaching methodology, regardless of the learner’s age or context.
- configuration that gathers not only methodology, but also the complexities of what is involved in English language learning.
- defined pedagogical approach that focuses on either spoken or written language proficiency.
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Gabarito
D
Comentário do professor
A alternativa D está correta porque identifica o modelo como uma configuração que reúne não só a metodologia, mas também as múltiplas dimensões envolvidas no ensino e na aprendizagem do inglês.
No texto o autor explicita que por model não entende apenas uma variedade linguística, mas um quadro complexo que inclui método, variedade e outros elementos do processo educativo.
Exemplos citados reforçam essa ideia: a adequação do conteúdo depende da idade dos aprendizes, da finalidade (comunicação internacional ou comunicação de sobrevivência), do material, da avaliação e dos diversos stakeholders.
Assim, chamar o modelo de configuração é reconhecer que ele integra e articula fatores variados e interdependentes, exatamente como propõe o autor.
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