Questão 67201

A group of English 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 (English) 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 This group argues that a rigid English-only policy is often based on an outdated, colonial-era 'direct method' ideology and ignores the cognitive benefits of bilingualism.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 English 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 English.
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?