Questão de Inglês — Ensino da Língua Estrangeira Inglesa — FUNCERN 2025
InglêsEnsino da Língua Estrangeira Inglesa
- Código
- qg466797
- Banca
- FUNCERN
- Órgão
- IF-PE
- Ano
- 2025
- Nível
- Superior
- Cargo
- Professor EBTT - Inglês
In Brazilian high schools, the current teaching and learning practices of English as a Foreign Language (EFL) often rely heavily on traditional assessments, such as written tests, grammar exercises, and vocabulary quizzes, to evaluate students. While these methods can measure knowledge of language rules, they frequently fail to capture students’ communicative competence, critical thinking, and ability to use English in real-life contexts. This is due to the fact that
- Aeducators deliberately overlook communicative competence, assuming English as a set of abstract grammatical rules detached from real contexts, thereby undermining its essential role in interaction, problem-solving, and practical language use.
- Bstudents universally prefer grammar-based tests over communicative tasks, as these forms of assessment are believed to demand less cognitive effort, provide clearer and more predictable formats, and be perceived as more enjoyable than authentic language use.
- Ctraditional assessments are often presented in educational debates because they are regarded as scientifically validated tools, considered effective for promoting higher-order thinking skills, such as critical reasoning. They are also seen as cultivating collaboration among learners in structured ways, supporting organized interaction and cooperative problem-solving.
- Dsystemic factors such as exam-oriented culture, large class sizes, lack of resources, and limited teacher training reinforce traditional practices, making them easier to apply and align with curricular and institutional expectations.
- Eeducational policies and traditional school practices favor a grammar and vocabulary-based syllabus; they tend to limit opportunities for students to engage in communicative or multimodal assessment activities.