Comprehension
The passage below is accompanied by four questions. Based on the passage, choose the best answer for each question.
Languages become endangered and die out for many reasons. Sadly, the physical annihilation of communities of native speakers of a language is all too often the cause of language extinction. In North America, European colonists brought death and destruction to many Native American communities. This was followed by US federal policies restricting the use of indigenous languages, including the removal of native children from their communities to federal boarding schools where native languages and cultural practices were prohibited. As many as 75 percent of the languages spoken in the territories that became the United States have gone extinct, with slightly better language survival rates in Central and South America . . .
Even without physical annihilation and prohibitions against language use, the language of the "dominant" cultures may drive other languages into extinction; young people see education, jobs, culture and technology associated with the dominant language and focus their attention on that language. The largest language "killers" are English, Spanish, Portuguese, French, Russian, Hindi, and Chinese, all of which have privileged status as dominant languages threatening minority languages. When we lose a language, we lose the worldview, culture and knowledge of the people who spoke it, constituting a loss to all humanity. People around the world live in direct contact with their native environment, their habitat. When the language they speak goes extinct, the rest of humanity loses their knowledge of that environment, their wisdom about the relationship between local plants and illness, their philosophical and religious beliefs as well as their native cultural expression (in music, visual art and poetry) that has enriched both the speakers of that language and others who would have encountered that culture. . . . As educators deeply immersed in the liberal arts, we believe that educating students broadly in all facets of language and culture . . . yields immense rewards. Some individuals educated in the liberal arts tradition will pursue advanced study in linguistics and become actively engaged in language preservation, setting out for the Amazon, for example, with video recording equipment to interview the last surviving elders in a community to record and document a language spoken by no children.
Certainly, though, the vast majority of students will not pursue this kind of activity. For these students, a liberal arts education is absolutely critical from the twin perspectives of language extinction and global citizenship. When students study languages other than their own, they are sensitized to the existence of different cultural perspectives and practices. With such an education, students are more likely to be able to articulate insights into their own cultural biases, be more empathetic to individuals of other cultures, communicate successfully across linguistic and cultural differences, consider and resolve questions in a way that reflects multiple cultural perspectives, and, ultimately extend support to people, programs, practices, and policies that support the preservation of endangered languages.
There is ample evidence that such preservation can work in languages spiraling toward extinction. For example, Navajo, Cree and Inuit communities have established schools in which these languages are the language of instruction and the number of speakers of each has increased.
Languages become endangered and die out for many reasons. Sadly, the physical annihilation of communities of native speakers of a language is all too often the cause of language extinction. In North America, European colonists brought death and destruction to many Native American communities. This was followed by US federal policies restricting the use of indigenous languages, including the removal of native children from their communities to federal boarding schools where native languages and cultural practices were prohibited. As many as 75 percent of the languages spoken in the territories that became the United States have gone extinct, with slightly better language survival rates in Central and South America . . .
Even without physical annihilation and prohibitions against language use, the language of the "dominant" cultures may drive other languages into extinction; young people see education, jobs, culture and technology associated with the dominant language and focus their attention on that language. The largest language "killers" are English, Spanish, Portuguese, French, Russian, Hindi, and Chinese, all of which have privileged status as dominant languages threatening minority languages. When we lose a language, we lose the worldview, culture and knowledge of the people who spoke it, constituting a loss to all humanity. People around the world live in direct contact with their native environment, their habitat. When the language they speak goes extinct, the rest of humanity loses their knowledge of that environment, their wisdom about the relationship between local plants and illness, their philosophical and religious beliefs as well as their native cultural expression (in music, visual art and poetry) that has enriched both the speakers of that language and others who would have encountered that culture. . . . As educators deeply immersed in the liberal arts, we believe that educating students broadly in all facets of language and culture . . . yields immense rewards. Some individuals educated in the liberal arts tradition will pursue advanced study in linguistics and become actively engaged in language preservation, setting out for the Amazon, for example, with video recording equipment to interview the last surviving elders in a community to record and document a language spoken by no children.
Certainly, though, the vast majority of students will not pursue this kind of activity. For these students, a liberal arts education is absolutely critical from the twin perspectives of language extinction and global citizenship. When students study languages other than their own, they are sensitized to the existence of different cultural perspectives and practices. With such an education, students are more likely to be able to articulate insights into their own cultural biases, be more empathetic to individuals of other cultures, communicate successfully across linguistic and cultural differences, consider and resolve questions in a way that reflects multiple cultural perspectives, and, ultimately extend support to people, programs, practices, and policies that support the preservation of endangered languages.
There is ample evidence that such preservation can work in languages spiraling toward extinction. For example, Navajo, Cree and Inuit communities have established schools in which these languages are the language of instruction and the number of speakers of each has increased.
Question: 1
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:
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:
Updated On: Nov 30, 2024
- the colonial government was unable to mainstream the locals.
- locals were provided job opportunities in the colonial administration.
- European colonists allowed children of native speakers to stay at home with their families.
- not many native speakers were killed by European colonists.
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The Correct Option is B
Solution and Explanation
The passage mentions that in South America, slightly better language survival rates occurred, which could be due to factors like less physical annihilation and less harsh colonial policies. However, there is no indication in the passage that providing job opportunities
to locals in colonial administrations was a factor.
Therefore, option (2) is the exception.
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Question: 2
The author believes that a liberal arts education combined with participation in language preservation empower students in all of the following ways EXCEPT that they will
The author believes that a liberal arts education combined with participation in language preservation empower students in all of the following ways EXCEPT that they will
Updated On: Nov 30, 2024
- overcome cultural barriers to communication.
- establish schools to preserve languages spiralling towards extinction.
- learn different languages.
- develop a better understanding of their own culture.
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The Correct Option is B
Solution and Explanation
While the author emphasizes the importance of language preservation, the passage notes that only a small number of students will actively engage in linguistics and language preservation activities such as setting up schools. Most students will gain broader cultural insights but not necessarily participate in the establishment of schools.
Therefore, option (2) is the exception.
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Question: 3
In the context of the passage, which one of the following hypothetical scenarios, if true, is NOT an example of the kind of loss that occurs when a language becomes extinct?
In the context of the passage, which one of the following hypothetical scenarios, if true, is NOT an example of the kind of loss that occurs when a language becomes extinct?
Updated On: Nov 30, 2024
- 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.
- 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.
- 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.
- 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.
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The Correct Option is B
Solution and Explanation
The passage focuses on how language extinction leads to a loss of cultural knowledge, environmental wisdom, and unique concepts. Option (2) refers to the loss of a group from an official list, which is more about administrative categorization than a loss of knowledge or culture.
Therefore, option (2) is not a direct consequence of language extinction.
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Question: 4
Which one of the following hypothetical scenarios, if true, would most strongly undermine the central ideas of the passage?
Which one of the following hypothetical scenarios, if true, would most strongly undermine the central ideas of the passage?
Updated On: Nov 30, 2024
- Schools that teach endangered languages can preserve the language only for a generation.
- Most liberal arts students will pursue jobs in publishing and human resource management rather than doctorates in linguistics.
- Recording a dying language that has only a few remaining speakers freezes it in time: it stops evolving further.
- 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.
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The Correct Option is D
Solution and Explanation
The passage advocates for a liberal arts education that sensitizes students to cultural and linguistic diversity, encouraging the preservation of endangered languages. Option (4) would undermine this idea because it focuses on fluency in the major global languages, which could discourage students from learning and preserving endangered languages.
Therefore, option (4) would contradict the central ideas of the passage.
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The Story of Coffee
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