Uniderstanding the PIFLE-I Program

1.      What is a cátedra teacher at the University of Antioquia?

• A full-time faculty member involved in only research activities

• A part-time administrative staff member

• A professor assigned exclusively to postgraduate courses

• A public servant hired to teach a specific number of hours per academic period

2.      How many total hours of direct instruction does a typical PIFLE course involve, and how many hours are included in the contract to account for additional responsibilities?

• 60 hours of direct instruction, 64 total hours

• 64 hours of direct instruction, 64 total hours

• 64 hours of direct instruction, 68 total hours

• 68 hours of direct instruction, 72 total hours

3.      Who is responsible for confirming the assigned PIFLE courses after teachers reply to the email offer?

• Carlos Alberto Rivera

• Cristian Andrés Medina

• Jaime Alonso Usma

• Natalia Marín

4.      In PIFLE, tasks are structured to support both cognitive and social aspects of learning. According to socio-cognitive principles, what role do these tasks primarily serve in language acquisition?

• They allow students to memorize linguistic structures through repetition

• They enable students to learn language purely through observation

• They focus on linguistic accuracy over communicative function

• They provide opportunities for students to interact, self-regulate, and apply language skills in social contexts

5.      Which of the following best describes the primary goal of "communicative competence" as applied in the PIFLE program?

• To enable learners to understand and use grammar accurately

• To foster learners' ability to use language effectively and appropriately in social and academic contexts

• To help learners memorize vocabulary and phrases used in daily life

• To teach learners language rules so they can write structured sentences

6.      Which of the following best represents an activity that builds sociocultural competence in PIFLE?

• Analyzing different ways to address people in formal and informal settings

• Completing a worksheet on verb tenses

• Memorizing lists of vocabulary words

• Practicing grammatical rules through isolated sentences

7.      In a TBLT framework, at what point in the task cycle is it most effective to focus on specific language forms, and why is this approach different from traditional methods like Presentation, Practice, and Production (PPP)?

• After the task, by providing feedback on language forms that arose during task performance and reinforcing effective communication strategies

• At the start of the task, to ensure students are using correct forms from the beginning

• Before the task, by explicitly teaching grammar rules to prepare students for accurate language use

• During the task, by interrupting students to correct language forms as they complete it

8.      The evaluative system of PIFLE is based on which view of language teaching and learning?

• Behaviorist

• Grammar-translation

• Socio-cognitive

• Structuralist

9.      Performance-based assessment increases validity because it:

• Allows students to demonstrate competence through authentic tasks

• Reduces the need for teacher involvement

• Relies on subjective grading criteria

• Uses easy-to-grade multiple-choice questions

10.      Which of the following best describes the primary purpose of the PIFLE-I portfolio?

• To collect random student work without specific guidelines.

• To offer an alternative assessment method focusing on formative evaluation through systematic tracking and self-reflection.

• To serve as a final exam replacing other types of assessments.

• To showcase only the best pieces of student work.