Questão de Inglês — Interpretação de texto | Reading comprehension — INEP 2024
InglêsInterpretação de texto | Reading comprehension
- Código
- gp045695
- Banca
- INEP
- Órgão
- INEP
- Ano
- 2024
- Cargo
- Letras - Português e Inglês
The belief that students don’t learn English effectively in public schools can have a great impact on theemotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from avariety of factors, such as limited resources, large class sizes, and inadequate language proficiency amongstudents. As a result, teachers may experience a range of emotions, including frustration, disappointment,and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotionsinfluence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportiveenvironment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown thatemotions are also interconnected with various other concepts, including identities and motivations. BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotionsin Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted). Considering the text, we can state that
- ABrazilian English teachers are unaffected by the challenges students face in learning English in public schools.
- Bstudents are not affected by the different professional identities of their Brazilian English teachers inpublic schools.
- Cstudents’ struggle to learn English in public schools can impact emotions, beliefs, and professionalidentities of Brazilian English teachers.
- DBrazilian English teachers who believe students don’t learn English in public schools are alwaysmotivated and confident in their teaching abilities.