题目内容
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Minority languages can be best preserved in____
A．an increasingly interconnected world
B．maintaining small numbers of speakers
C．relatively isolated language communities
D．following the tradition of the 20 th century
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更多“Minority languages can be best preserved in____A．an increasingly interconnected worldB．mai”相关的问题
Computer technology is helpful for preserving minority languages in that it ______.
A．makes learning a global language unnecessary
B．facilitates the learning and using of those languages
C．raises public awareness of saving those languages
D．makes it easier for linguists to study those languages
Computer technology is helpful for preserving minority languages in that it_____.
A．facilitates the learning and using of those languages
B．raises public awareness of saving those languages
C．makes it easier for linguists to study those languages
D．presents those languages before everyone
A. The more powerful a culture is, the less minority languages it has.
B. Culture spreads out through the form of language.
C. Language and culture of the ethnic minorities will be vanished.
D. Languages come into being when culture becomes stronger.
What does the author say about bilingualism in this passage？
A．It can help minority languages become acceptable in work places.
B．It can help speakers maintain their linguistic and cultural identity.
C．It can push the small language communities to move forward.
D．It can homogenise the world"s languages and cultures.
It can be inferred from the passage that the development of our world______.
A.makes the existing languages more resilient
B.will make it possible that English is spoken by all the people
C.undermines the progress of culture
D.puts the minority languages on the edge of extinction
Questions are based on the following passage.
Prior to the 20th century， many languages with small numbers of speakers survivedfor centuries. The increasingly interconnected modern world makes it much moredifficult for small language communities to live in relative isolation， a key factor inlanguage maintenance and preservation.
It remains to be seen whether the world can maintain its linguistic and culturaldiversity in the centuries ahead. Many powerful forces appear to work against it:population growth， which pushes migrant populations into the world"s last isolatedlocations; mass tourism; global telecommunications and mass media; and the spread ofgigantic global corporations. All of these forces appear to signify a future in which thelanguage of advertising， popular culture， and consumer products become similar. AlreadyEnglish and a few other major tongues have emerged as global languages of commerceand communication. For many of the world"s peoples， learning one of these languages isviewed as the key to education， economic opportunity， and a better way of life.
Only about 3，000 languages now in use are expected to survive the coming century.
Are most of the rest doomed in the century after that？ Whether most of these languagessurvive will probably depend on how strongly cultural groups wish to keep their identityalive through a native language. To do so will require an emphasis on bilingualism（mastery of two languages）. Bilingual speakers could use their own language in smallerspheres —— at home， among friends， in community settings —— and a global language atwork， in dealings with government， and in commercial spheres. In this way， many smalllanguages could sustain their cultural and linguistic integrity alongside global languages，rather than yield to the homogenising （同化的） forces of globalisation.
Ironically， the trend of technological innovation that has threatened minoritylanguages could also help save them. For example， some experts predict that computersoftware translation tools will one day permit minority language speakers to browse theInternet using their native tongues. Linguists are currently using computer-aided learningtools to teach a variety of threatened languages.
According to the passage， minority languages can be best preserved ___________. 查看材料
A.in the interconnected modern world
B.in relatively isolated language communities
C.if cultural groups wish to keep their native languages
D.if minority language speakers insist on using their own languages
【M1】
"Languages like German, Russian and Spanish are spreading at rapid speed on the Web," Mr. Montviloff said. "French has lagged relatively behind, because France until now has seemed more preoccupied with protecting its language against foreign invasion than promoting it. But now, the number of French-language sites also is fast multiplying. "
Because the Internet makes it possible, other languages are also starting to challenge the hegemony of English in distance education. The Internet is helping to revive minority languages and cultures by bringing together widely scattered linguistic communities.
An estimated 320 million people speak English as a mother tongue-fewer than those who speak Spanish or Mandarin-and demographic trends indicate that native English speakers will decline as a proportion of. the world's population. Probably more than 1 billion people speak English with varying degrees of proficiency as a second language.
David Graddol, a language researcher and lecturer at the Open University in Britain, said that, on the one hand, English is becoming a language of everyday usage in some countries in Northern Europe. "Something like 70 percent of the Dutch population claim now that they can hold a conversation in English quite comfortable," Mr. Graddol said. "For them, it is not a textbook-based foreign exercise. They are already exposed to English in the environment. People have learned a little bit of it before they even get to school, and they can see immediately that it has some use in their lives. In courtiers like the Netherlands, Sweden or Denmark you need English to complete your education."
"In other countries; however, English is more truly a foreign language," said Mr. Graddol, whose consulting firm, The English Company, produced a worldwide report titled "The Future of English" for the British Council a few years ago, "In some countries, there is not very much English in the environment and people may be learning it from teachers who may not speak English very well themselves."
In some countries, like India and Nigeria where English has been used a long time, distinct local varieties of the language are emerging, complete with their own dictionaries, textbooks and literature.
"English is so important in these countries that people use it in part to create their own social and even national identity," Mr. Graddol said. "When that happens, the language starts going its own way. The variety of English that proficient speakers in such countries are learning may not be terribly useful in an international context."
Bertrand Menciassi, of the European Bureau for Lesser Used Languages in Europe, said the use of a world language both helps and hinders linguistic diversity. People can use English for their outside contacts, while cultivating their own tongue or dialect for use at home. On the other hand, he added, English is tending to push European national languages like Dutch or Danish into a corner.
Maintaining linguistic diversity is an important aim of the European Commission, which is concerned that the increasing acceptance of English as the European lingua franca should not detract from the vitality of other languages. The commission argues that the ability to speak two or three tongues will give the Europeans economic and technical advantages over their monolingual American rivals in the world of diversity, and is about to kick off "The European Year of Languages".
Mr. Montviloff may believe that over the Internet ______ .
A．English won't be as popular as before
B．English will be replaced by other languages sooner or later
C．French is the most promising Internet language
D．many languages are competing for prime Internet language
I was introduced to the concept of literacy animator in Oladumi Arigbede's (1994) article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned and committed people whose gut-level rejection of mass human pauperization compels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral.
Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students' traditional cultures or community, or fosters illiteracies in learners' first or home languages or dialects and. in their orality？
Some approaches to literacy instruction represent an ideology of individualism, control, and competition. Consider, for example, the difference in values conveyed and represented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of "sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings". Literacy pedagogy that matches the animator ideology works on maintaining the languages and cultures of millions of minority children who at present are being forced to accept the language and culture of the dominant group. It might lead to assessment that examines the performance outcomes of a community of literacy learners and the social significance of their uses of literacy, as opposed to measuring what an individual can do as a reader and writer on a standardized test. Shor (1993) describes literacy animators as problerm-posing, community-based, dialogic educators. Do our teacher-education textbooks on reading and language arts promote the idea that teachers should explore problems from a community-based dialogic perspective？
A literacy animator is one who ______.
A．struggles for a more meaningful life
B．frees people from poverty and illiteracy
C．is committed to marginalize the illiterate
D．is concerned with what is behind illiteracy
Woman: Of course. Take a seat. Which course were you thinking of applying for？
Student: South-east Asian Studies.
Woman: I see. Do you have a copy of the university prospectus？
Student: Yes. I do. I downloaded it.
Woman: So, you know that it's a four-year course, including one year living and working in the region.
Student: Yes. The A-level entrance requirement is BCC, right？
Woman: Yes, but on average our students have 3 Bs.
Student: Are there any restrictions on the subjects that I take at A-level？
Woman: No, but we find that students studying politics, economics, history, geography or languages tend to find their first year easier. A background in at least two or three of those subjects is advantageous.
Student: I see. I'm not studying politics or languages, but I am taking the other three at A-level. Are languages an important part of the course？ You see, I'm not very good at them.
Woman: Languages are not a compulsory part of the course--they are optional each year. However, because students spend a year abroad, we strongly recommend that students take one for at least a year beforehand. However. there is a language lab that students are free to use during the day regardless of the subjects they are taking.
Student: Which languages are offered？
Woman: We have five on offer--Vietnamese, Burmese, Thai, Indonesian and Tagalog. They can be taken in the first, second and fourth years. During the third year, students are expected to learn the basics of the language spoken wherever they are spending their year abroad.
Student: I see. Can I spend my year abroad in any country in the region I choose？
Woman: Yes, as long as you can satisfy your tutors that it will benefit your studies. This year most students have gone to Vietnam, Thailand, or the Philippines. Fewer have gone to Indonesia, Burma, Malaysia, Laos or Cambodia. None went to Singapore or Brunei.
Student: What do students generally do during their year abroad？
Woman: The vast majority help on aid projects, especially helping with water supply and sanitation in rural areas. Others get involved in teaching English or in business--particularly the logistics side of things. A small minority get jobs translating or checking translations. That's quite well paid. but your languages skills have to be up to scratch.
Student: Good. I was attracted by the idea of teaching English or doing aid work.
Woman: Very often, it's possible to do both. That way you can also develop a wider range of skills.
Student: Thank you for your help. Can I just check the optional courses for year one？
Woman: The only choice in year one is a language or a project where the student creates a portfolio of background information on the countries of the region. Actually, many students do both, since they find the project contributes to their general understanding of the region and the languages are obviously useful preparation for going abroad. However, students are only assessed on either the language or the project and are free to choose which one.
Student: Got it. And could you tell me about the scholarships that are available from the department？ It says in the prospectus that there are some in addition to the ones offered by the university.
Woman: Sure. Actually, I've printed out a list.... Here you are. Nothing is available for first year students, but thereafter scholarships are awarded for high overall grades and also for linguistic skills. There is a smaller discretionary award for non-academic contributions.
Student: Well, thank you very much for your help.
SECTION 1 Questions 1-10
Questions 1-4
Choose the correct answer, A, B, C or D.
How did the student get the university prospectus？
A．From the woman.
B．From the Internet.
C．From a friend.
D．During a visit to the university.
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