Identity is intrinsically embedded in the social hierarchy of our postmodern world particularly since technological globalization has facilitated contact between people, cultures, and languages, thus shortening distances, removing boundaries, and fueling the notion of the world as a global village (Bauman, 1999). Social relations have indeed become more complex as identities tend to be less coherent and stable entities. This is to say that the more diverse and complex human encounters and relationships are, the more multifaceted and plural the roles they assume in individual and in social practices will be. Yet identities may be the product of social, cultural, or institution instantiation (Weedon,2004) and subjectivities are constituted by the discourses generated by institutional, social, and cultural practices within historical contexts. Identities are always relational and negotiable (Norton, 2000). Language, seen as more than a linguistic system of signs with regularities and applicability, is a social practice that engages subjects into meaningful exchanges where identities are negotiated and constructed. When social practice is seen in relation to language use and education, particularly in the case of foreign language teachers, their lived experiences, beliefs, and knowledge help them build their identity transforming their practices. Identity “reflects the social, historical and political context of an individual’s lived experiences” (Hall, 2002, p. 31); it is not a sole identity, but identities, related to different traditional demographic categories such as ethnicity, race, nationality, migration, gender, social class, and language.
https://www.redalyc.org/journal/3057/305762630004/html



For the foreign language teachers,

Reading the cartoon, we infer that

From a more pedagogical standpoint, suggestions have been made to use certain activities for activating readers’ existing schema or at least providing learners with crucial information about the topic they will be reading (Ajideh, 2003; Brown, 2001; Chastain, 1988; Chen & Graves, 1995; Grabe, 1991). The use of reading activities can promote strategic reading behaviors by students at pre-, while-, and postreading (Alyousef, 2006; Ur, 1996) stages. In turn, reading activities can promote interpretation of the text through the interaction between the reader and the text (Wallace, 1992) and thus play a vital role in schema activation in order to comprehend and interpret the text better (Chen & Graves, 1995; Grabe & Stoller, 2002). Despite the fairly well-documented impact of background knowledge on reading comprehension and a host of activities suggested, it still remains to be explored whether, or to what extent, the lack of cultural knowledge can be compensated through the use of reading activities. Erten and Karakaş (2007) noted that our knowledge on the value of these activities mainly stems from pedagogical recommendations or personal experiences and often lacks scientific scrutiny. Only a handful of studies have investigated which is more effective, using a particular activity on the same text (e.g., Karakaş, 2005) or making use of different activities on the same text with different groups of students (e.g., Chen & Graves, 1995; Erten & Karakaş, 2007; Shen, 2004).
Erten & Razı: The effects of cultural familiarity on reading comprehension https://files.eric.ed.gov/fulltext/EJ838389.pdf

Regarding the suggestions for reading activities that require the student to use Skimming, rate T for true sentences and F for false sentences:

( ) Prepare a text for a treasure hunt, which must be enigmatic so that students highlight the key words and find clues to the treasure.
( ) Distribute short texts in English, with vocabulary already known to the students, and ask them to read for a few minutes. Afterwards, ask each student to tell you what their perception of the text was.
( ) Write short advertising texts and ask students to read and guess what type of advertising it is.
( ) Distribute texts in English of different genres to students, ask them to read them quickly and answer what the text is about.

According to Block (1992), there is now no more debate on "whether reading is a bottom-up, languagebased process or a top-down, knowledge-based process." It is also no more problematic to accept the influence of background knowledge on both L1 and L2 readers. Research has gone even further to define the control readers execute on their ability to understand a text.

This control, Block (1992) has referred to as

The phrase “The shift towards an environmentally sustainable and climate-friendly world” Shift means

Considering the linguistic elements in the text,

“Conceiving language as a social construction, the subject “interprets”, “reinvents” the meanings in a situated way, creating ways of identifying and expressing ideas, feelings and values. In this sense, a language that materializes in hybrid uses, marked by fluidity and that opens up to the invention of new ways of saying, driven by pluri/multilingual speakers and their multicultural characteristics – the English language becomes a symbolic asset for speakers from all over the world.”
This implication of the National Common Curricular Base concerns (BNCC):

Os resultados do neoliberalismo na América Latina, apesar dos esforços dos meios de comunicação em só mostrar os aspectos considerados positivos, não podem deixar de ser vistos como modestos, limitados que estão à estabilização monetária e ao equilíbrio fiscal. Miséria crescente, altas taxas de desemprego, tensão social e graves problemas que deixam perplexa a burocracia internacional (BATISTA, 1994, p. 26).
O autor expõe as contradições do modelo neoliberal no contexto da América Latina, sendo tais medidas organizadas a partir da(o)

São o conjunto de elementos socioespaciais e estruturais que interfere ou diretamente se relaciona com a distribuição das indústrias em um dado território ou entre os diferentes territórios.
O texto considera na dimensão da indústria o aspecto das(os)

Uma pessoa nascida no Brasil em 2019 tinha expectativa de viver, em média, até os 76,6 anos. Isso representa um aumento de três meses em relação a 2018 (76,3 anos). A expectativa de vida dos homens passou de 72,8 para 73,1 anos e a das mulheres foi de 79,9 para 80,1 anos. (IBGE, 2020).
São causas da menor expectativa de vida dos homens no Brasil, exceto