Question

It can be inferred from the passage that it is likely South America had a slightly better language survival rate than North America for all of the following reasons EXCEPT:

• A. the colonial government was unable to mainstream the locals.
• B. locals were provided job opportunities in the colonial administration.
• C. European colonists allowed children of native speakers to stay at home with their families.
• D. not many native speakers were killed by European colonists.
• A. overcome cultural barriers to communication.
• B. establish schools to preserve languages spiralling towards extinction.
• C. learn different languages.
• D. develop a better understanding of their own culture.
• A. The Andamanese language has a word to describe someone who has lost a step sister. When the language dies, we will lose the concept of the word and the emotions it evokes.
• B. The Lamkangs of Manipur have only 3 remaining native speakers of the language. When they die, we will lose one more group from the government list of indigenous tribes.
• C. The Inuits of Alaska have 35 different words to describe the texture of snow. When the language becomes extinct, we will lose that understanding of nature.
• D. The Nicobarese language describes 20 different moods of the ocean. By the time the last speaker is educated in a Central Board school, they will have forgotten their language.
• A. Schools that teach endangered languages can preserve the language only for a generation.
• B. Most liberal arts students will pursue jobs in publishing and human resource management rather than doctorates in linguistics.
• C. Recording a dying language that has only a few remaining speakers freezes it in time: it stops evolving further.
• D. A liberal arts education requires that, in addition to being fluent in English, students gain fluency in two of the top five most spoken languages globally.

Answer 1

The Correct Option is B

The passage discusses the reasons behind the extinction of languages and mentions that South America had a slightly better language survival rate than North America. The correct answer to the question about the reasons behind this is related to the exception, which is: "locals were provided job opportunities in the colonial administration." Here's the breakdown:

• Colonial Government's Influence: The suppression of indigenous languages by the colonial powers in North America is discussed, implicating that a less forceful approach in South America could lead to better survival rates. The option 'the colonial government was unable to mainstream the locals' aligns with this reasoning.
• Cultural Environment: The allowance for children to stay with their families might result in a more nurturing environment for native languages, corresponding with the option: 'European colonists allowed children of native speakers to stay at home with their families.'
• Survival from Violence: Fewer killings of native populations would naturally result in a better survival rate for native languages, matching with 'not many native speakers were killed by European colonists.'
• Job Opportunities: The passage does not specifically detail how providing job opportunities in the colonial administration might improve language survival, thus 'locals were provided job opportunities in the colonial administration' is the exception as it does not fit the context of the passage regarding language survival.

Therefore, the correct answer is: 'locals were provided job opportunities in the colonial administration.'

Answer 2

The question seeks to identify the statement that is not supported by the author's view on the empowerment of students through a liberal arts education combined with language preservation efforts. Let's analyze each option based on the passage to determine the excluded empowerment aspect:

1. Overcome cultural barriers to communication: The passage emphasizes how studying different languages helps students articulate insights into cultural biases and successfully communicate across linguistic and cultural differences. Thus, students are indeed empowered to overcome cultural barriers.

2. Establish schools to preserve languages spiraling towards extinction: While the passage mentions communities establishing schools to preserve languages, the author highlights that only a few students will directly engage in such preservation activities. The vast majority will merely support preservation efforts rather than establish schools themselves. Therefore, this activity is not an empowerment resulting directly from a liberal arts education.

3. Learn different languages: The author discusses broad language study in a liberal arts education, which undoubtedly includes learning different languages, contributing to cultural understanding and empathy. Thus, it is a form of empowerment emphasized by the author.

4. Develop a better understanding of their own culture: By studying different languages and cultures, students are more informed about their own cultural biases and perspectives. This is an aspect of empowerment directly promoted by the author.

Based on the above analysis, the correct answer is: "establish schools to preserve languages spiraling towards extinction," as this activity is not directly linked to the empowerment from merely receiving a liberal arts education combined with language preservation.

Answer 3

The question asks us to identify a scenario that is NOT an example of the kind of loss that occurs when a language becomes extinct. In the passage, it is stated that when a language becomes extinct, we lose the worldview, culture, knowledge of the people, understanding of environment, and their cultural expressions.

Let’s evaluate each option:

1. The Andamanese language: The loss described is emotional and conceptual, which aligns with the passage on what is lost when a language dies.

2. The Lamkangs of Manipur: The loss here pertains to the administrative listing of indigenous tribes, not the cultural or knowledge aspects of the language. This does not match the type of loss described in the passage.

3. The Inuits of Alaska: The described loss includes understanding of nature, which is consistent with what the passage suggests is lost.

4. The Nicobarese language: The described situation illustrates the loss of cultural knowledge about the ocean, which is again consistent with the passage.

Based on this analysis, the correct answer is: The Lamkangs of Manipur have only 3 remaining native speakers of the language. When they die, we will lose one more group from the government list of indigenous tribes. This option does not describe a cultural or knowledge loss caused by language extinction, making it NOT an example of the kind of loss outlined in the passage.

Answer 4

The central idea of the passage revolves around the preservation of endangered languages and the role of liberal arts education in fostering cultural empathy and appreciation for linguistic diversity. The passage suggests that exposing students to various languages and cultures can help combat language extinction and promote global citizenship. Let's evaluate the given options to understand which scenario most undermines this central idea:

Option	Analysis
Schools that teach endangered languages can preserve the language only for a generation.	This option suggests a limitation in language preservation efforts, but it aligns with the passage's recognition of the challenges in preventing language extinction. Thus, it doesn't undermine the central idea.
Most liberal arts students will pursue jobs in publishing and human resource management rather than doctorates in linguistics.	This scenario acknowledges the likely career paths of liberal arts students, which doesn't contradict the passage, as it mentions that the majority will not pursue academic linguistics but still benefit from their education's cultural exposure.
Recording a dying language that has only a few remaining speakers freezes it in time: it stops evolving further.	While this highlights a potential downside of documenting languages, it doesn't counter the broader educational and cultural insights and support the passage advocates.
A liberal arts education requires that, in addition to being fluent in English, students gain fluency in two of the top five most spoken languages globally.	This requirement detracts from the passage's emphasis on students learning a range of languages, particularly endangered ones, to nurture cultural understanding and empathy. It undermines the argument that liberal arts education should support endangered languages rather than focus on dominant ones.

Therefore, the scenario that most strongly undermines the central ideas of the passage is: "A liberal arts education requires that, in addition to being fluent in English, students gain fluency in two of the top five most spoken languages globally."