Questão 66866

A group of PORTUGUÊS-INGLÊS teachers in a large public school system is tasked with developing a new curriculum framework. A major point of debate is the role of the students' L1 (Portuguese) in the L2 (PORTUGUÊS-INGLÊS) classroom. One faction argues for a strict 'monolingual principle,' asserting that any use of Portuguese is a sign of failure and hinders acquisition. Another faction, more aligned with contemporary research, advocates for a more flexible and principled approach to L1 use, informed by a critical view of language policies. This group argues that a rigid PORTUGUÊS-INGLÊS-only policy is often based on an outdated, colonial-era 'direct method' ideology and ignores the cognitive benefits of bilingualism. They introduce the concept of 'judicious L1 use' and 'translanguaging pedagogy.' Their guiding text states: 'A monolingual policy in a foreign language classroom is an ideological choice, not a pedagogical necessity. It often serves to construct the 'native speaker' as the ultimate authority and to devalue the learners' own linguistic resources. A critical language policy, in contrast, would empower teachers to make principled decisions about when and how to use the L1 as a cognitive tool—for example, to explain a complex grammatical point, to facilitate group work on a challenging task, or to draw cross-linguistic comparisons that enhance learning.'

Based on this critical perspective on language policies, analyze the following classroom scenarios:

I. A teacher, noticing her students are struggling to understand the concept of 'phrasal verbs,' briefly uses Portuguese to provide an analogy and explain the concept, before returning to PORTUGUÊS-INGLÊS for the practice activities.
II. During a complex project-based learning activity, a teacher allows students to discuss their ideas and plan their project in Portuguese within their small groups, but requires the final product (e.g., a presentation) to be in PORTUGUÊS-INGLÊS.
III. A teacher establishes a classroom rule that any student caught speaking Portuguese must pay a 'fine' or perform a 'punishment,' enforcing a strict monolingual environment at all times.

Which scenario(s) is/are consistent with a judicious, critical, and pedagogically-informed language policy?