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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)
In the Brazilian educational context, the view by the author can be translated into
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)
In the Brazilian educational context, the view by the author can be translated into
Resolução comentada
Na prática brasileira: expor a variedades do inglês e aprender a negociar significados.
O autor critica normas fixas e propõe falantes 'resourceful', capazes de negociar e acomodar, em vez de dominar uma única variedade. Logo, expor os alunos a diferentes variedades e ensiná-los a negociar sentidos traduz essa visão.
Análise das alternativas
A) O texto não trata de os alunos decidirem sozinhos a variedade. B) Ensinar norma padrão versus não padrão e diferenciá-las retoma a ideia de normas fixas. C) O foco não é a proficiência docente. E) Multilinguismo aqui não é só incluir outras línguas no currículo.
Referência: Pennycook (2017), polycentrism and resourceful speakers.
Resolução comentada do VaiConcursos.