Questão 41 — Bilinguismo e Multilinguismo (Língua Inglesa) — Fundação VUNESP · Exército Brasileiro — Escola de Saúde e Formação Complementar do Exército (ESFC… 2022

Língua Inglesa Bilinguismo e Multilinguismo

Fundação VUNESP 2022

Exército Brasileiro — Escola de Saúde e Formação Complementar do Exército (ESFCEx) · Oficial do Quadro Complementar do Exército · Caderno 013. Prova Objetiva — Modelo de prova (Versão) A

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Texto-base:
Leia o texto para responder às questões de números 41 a 44.
Multilingualism needs to be understood not so much in terms of separate monolingualisms (adding English to one or more other languages) but rather in much more fluid terms. We can start to think of ELT classrooms in terms of principled polycentrism (Pennycook, 2014). This is not the polycentrism of a World Englishes focus, with its established or fixed norms of regional varieties of English, but a more fluid concept, based on the idea that students are developing complex repertoires of multilingual and multimodal resources. This enables us to think in terms of ELT as developing resourceful speakers who are able to use available language resources and to shift between styles, discourses, registers and genres. This brings the recent sociolinguistic emphasis on repertoires and resources into conversation with a focus on the need to learn how to negotiate and accommodate, rather than to be proficient in one variety of English. So an emerging goal of ELT may be less towards proficient native-speaker-like speakers (which has always been a confused and misguided goal), and to think instead in terms of resourceful speakers (Pennycook, 2012) who can draw on multiple linguistic and semiotic resources.
(Pennycook, A. The Cultural Politics of English as an International Language. London and New York: Routledge. 2017. Adaptado)

The reading of the excerpt leads us to understand that multilingualism

Selecione uma alternativa A) does not propose the teaching of established language norms because it is known that languages vary. B) means the mastery of one or more foreign languages apart from the mother tongue. C) disregards the teaching of language norms to concentrate on the teaching of styles, registers, genres. D) goes beyond a World Englishes perspective, as it is not restricted to fixed rules of regional English varieties. E) is a perspective which does not expect people to be able to reach proficient levels in the foreign language.

Resolução comentada

O multilinguismo vai além da perspectiva dos World Englishes.

O texto afirma que o 'principled polycentrism' não é o policentrismo de World Englishes, com suas normas fixas e estabelecidas de variedades regionais, mas um conceito mais fluido. Logo, o multilinguismo não se restringe a regras fixas de variedades regionais.

Análise das alternativas

A) O texto não diz que ele não propõe ensinar normas por saber que variam. B) Multilinguismo é entendido de forma fluida, e não como domínio de línguas separadas. C) 'Desconsidera' as normas é exagero. E) O texto critica o objetivo de falante nativo, mas não diz que não se espera proficiência.

Referência: Pennycook (2017), The Cultural Politics of English as an International Language.

Resolução comentada do VaiConcursos.