Questões para Concursos

Text 2 Olympic Games The name comes from Olympia, a sacred place in Ancient Greece, where the first Ancient Olympic Games took place . The Games were a very important event for the Ancient Greeks and they took place every four years, from 776 BCE to at least 393 CE. The Games were very different from the ones we know now! They were essentially a religious festival, the athletes were mainly soldiers, and women were not allowed to compete. Married women were not even allowed to attend! Sports included boxing, wrestling and chariot racing. Athletes competed completely naked, and occasionally even died during combat sport competitions. From Ancient Greece, we fast forward .................. the 1896 Olympics in Athens, which marked the beginning ................... a new era of the Games. The 1896 Olympic Games saw 280 athletes .................. 12 countries competing ................... 43 events, including the first marathon competition. By the time the Paris Olympics took place in 1924, there were around 3,000 athletes, including more than 100 women, from more than 44 different countries. This was also the year that the first Winter Olympics were held. The Paralympic Games first took place in Rome, Italy, in 1960, with 400 athletes from 23 countries. The ‘Olympic rings’ are a globally known symbol of the Olympic movement and were introduced in 1913. The colours of the five linked rings are, from left to right, blue, yellow, black, green and red, and they appear on a white background. They represent the union of five continents and the meeting of athletes from around the world.

Text 2 Olympic Games The name comes from Olympia, a sacred place in Ancient Greece, where the first Ancient Olympic Games took place . The Games were a very important event for the Ancient Greeks and they took place every four years, from 776 BCE to at least 393 CE. The Games were very different from the ones we know now! They were essentially a religious festival, the athletes were mainly soldiers, and women were not allowed to compete. Married women were not even allowed to attend! Sports included boxing, wrestling and chariot racing. Athletes competed completely naked, and occasionally even died during combat sport competitions. From Ancient Greece, we fast forward .................. the 1896 Olympics in Athens, which marked the beginning ................... a new era of the Games. The 1896 Olympic Games saw 280 athletes .................. 12 countries competing ................... 43 events, including the first marathon competition. By the time the Paris Olympics took place in 1924, there were around 3,000 athletes, including more than 100 women, from more than 44 different countries. This was also the year that the first Winter Olympics were held. The Paralympic Games first took place in Rome, Italy, in 1960, with 400 athletes from 23 countries. The ‘Olympic rings’ are a globally known symbol of the Olympic movement and were introduced in 1913. The colours of the five linked rings are, from left to right, blue, yellow, black, green and red, and they appear on a white background. They represent the union of five continents and the meeting of athletes from around the world.

Text 1 UN and Multilingualism An essential factor in harmonious communication among peoples and an enabler of multilateral diplomacy, multilingualism is of particular importance to the United Nations. By promoting dialogue, tolerance and understanding, multilingualism ensures effective participation of all in the Organization’s work, as well as greater transparency and efficiencies and better outcomes. Arabic, Chinese, English, French, Russian and Spanish are the six official languages of the United Nations; English and French being the working languages of the United Nations Secretariat. Parity among the six official languages has been an ongoing concern of the Secretary-General. The use of all the official languages, on an equal footing, is actively promoted to guarantee that all stakeholders can participate in the work of the United Nations. Toensure that the goals and actions of the UN are understood by the widest possible public, non-official languages are also in use at the UN on a daily basis. To achieve these objectives, the UN Secretariat promotes an organizational culture in its ranks that values and nurtures multilingualism throughout the human resources continuum. (adapted from:https://www.un.org)

Text 1 UN and Multilingualism An essential factor in harmonious communication among peoples and an enabler of multilateral diplomacy, multilingualism is of particular importance to the United Nations. By promoting dialogue, tolerance and understanding, multilingualism ensures effective participation of all in the Organization’s work, as well as greater transparency and efficiencies and better outcomes. Arabic, Chinese, English, French, Russian and Spanish are the six official languages of the United Nations; English and French being the working languages of the United Nations Secretariat. Parity among the six official languages has been an ongoing concern of the Secretary-General. The use of all the official languages, on an equal footing, is actively promoted to guarantee that all stakeholders can participate in the work of the United Nations. Toensure that the goals and actions of the UN are understood by the widest possible public, non-official languages are also in use at the UN on a daily basis. To achieve these objectives, the UN Secretariat promotes an organizational culture in its ranks that values and nurtures multilingualism throughout the human resources continuum. (adapted from:https://www.un.org)

TEXT I What is the definition of translanguaging? For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging. Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics. Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language. Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English. A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […] Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors. For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said. Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said. “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said. Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall. Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07

TEXT I What is the definition of translanguaging? For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging. Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics. Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language. Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English. A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […] Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors. For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said. Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said. “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said. Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall. Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07