Leia o texto a seguir e responda às questões 51, 52 e 53.

Is tech making learning foreign languages obsolete?

I wouldn't exactly say my French has been going well. A few decades after I left behind my high school language requirement, I decided recently it was time to take another crack. But while my travels over the last few years have made me as grateful for Google Translate as I am to be a native English speaker — they've also made me painfully, embarrassedly aware of how uniquely monolingual so many Americans (1) ____________.

New technology in the form of Apps and tools offering real-time translation have simplified the world so much that we don't really need to learn other languages anymore. Perhaps we can compare it to what the calculator (2) ____________ for math equations. Why then am I doing it? Even if in theory I could with great and focused effort someday become not entirely embarrassing in my French, there's still the question of why bother.

"When you make the effort to learn another person's language, you demonstrate respect." Arturs Penha, the Chief Security Officer (CSO) of the translation service Skrivanek, acknowledges that "Technology has revolutionized communication, enabling us to bridge linguistic barriers more easily than ever before,” but he also makes the case for the human touch. "Learning a language goes beyond mere communication," he says. "It fosters empathy, cultural appreciation, and a sense of belonging.”

“When you make the effort to learn another person's language, you demonstrate respect for their culture and a willingness to engage on a deeper level. I speak four different languages." Peha adds, "I can genuinely say that people talk and treat me very differently when I communicate with them in their native language compared to when I use a lingua franca or rely on a translation App." Al (Artificial Intelligence) and Apps have made translation easier and more accurate than ever, but won't replace the value of the real thing.

Adapted from https:/www.salon.com/2024/02/10/is-tech-making-learning-foreign-languages-obsolete/

This activity can be set up without the trainees opening their books

1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.

You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?

2. Allow the trainees a little time to gather their ideas before reporting back in open class.

THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.

This activity can be set up without the trainees opening their books

1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.

You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?

2. Allow the trainees a little time to gather their ideas before reporting back in open class.

THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.

Texto 1

Disponível em: <https://helpfulprofessor.com/wp-content/uploads/2022/02/Formative-vs-summative-assessment.jpg> Acesso em: 26 nov. 2023.

Texto 2

Assessment carried out by teachers during the learning process with the aim of using the results to improve instruction is known as formative assessment. Assessment at the end of a course, term, or school year - often for purposes of providing aggregated information on programme outcomes to educational authorities - is referred to as summative assessment.

GEOFF, B. Assessment. In: CARTER, R.; NUNAN, D. (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, p. 137, 2001.

Texto 1

Disponível em: <https://helpfulprofessor.com/wp-content/uploads/2022/02/Formative-vs-summative-assessment.jpg> Acesso em: 26 nov. 2023.

Texto 2

Assessment carried out by teachers during the learning process with the aim of using the results to improve instruction is known as formative assessment. Assessment at the end of a course, term, or school year - often for purposes of providing aggregated information on programme outcomes to educational authorities - is referred to as summative assessment.

GEOFF, B. Assessment. In: CARTER, R.; NUNAN, D. (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, p. 137, 2001.