Questão 66970

An PORTUGUÊS-INGLÊS teacher is leading a class on language variation and prejudice with a group of international students in the UK. A student from Japan expresses anxiety about her pronunciation, saying she is often misunderstood and sometimes feels that people treat her as less competent because of her accent. This opens up a discussion about the phenomenon of 'listener orientation' versus 'speaker orientation' in intercultural communication. The teacher introduces the concept of 'linguistic accommodation,' drawing from Communication Accommodation Theory. She explains: 'Traditionally, the burden of intelligibility has been placed almost exclusively on the non-native speaker. They are expected to modify their speech to approximate a native standard. However, effective intercultural communication is a two-way street. It also requires the listener to accommodate, to tune in to different accents, and to take co-responsibility for the success of the interaction. A pedagogy that addresses linguistic prejudice must therefore also focus on developing the listening skills and attitudes of all speakers, native and non-native alike.' She wants to design an activity that shifts the burden of responsibility from just the speaker to both the speaker and the listener.

Which of the following activities best promotes a critical understanding of linguistic prejudice and the shared responsibility of intelligibility?