Clone] em RUE SG Ruri Coen tai eed ile a CAM Rue OU em mC ecu Cunt Ly le aCe ot Ree ct aces e UNIT QUESTION What happens when a language disappears? A. Discuss these questions with your classmates. 1. Which languages can you speak? Which one is spoken by the most people? What other languages would you like to learn? Why? | 2. Do you think your identity is connected to the language that | you speak? Why or why not? 3. Look at the photo. How do people preserve their language? a ‘What might cause a language to disappear? CotaSg 1) Se secre a EES a eae eg eau an eR an extended definition of a word or concept from Segue eam Cs B Listen to The Q Classroom online. Then answer these questions. 1. Why does Sophy think that languages are never lost? 2. Why do her classmates disagree with her? C Go online to watch the video about how language works in the brain. Then check your comprehension. integral (@dj)being an essential part of something MAI (n,) magnetic resonance imaging, a method of using a strong magnetic field to produce an image of the inside of a person's body psycholinguist (n,) a scientist who studies how the mind processes and produces language Peta mrerh rey mo etny superimpose (v)) to put one image on top of another so that the two can be seen combined | D Goto the Online Discussion Board | to discuss the Unit Question with L your classmates. Phase Wath Out or ies HEE RECSRE | 2aFeu.E Work with a partner. Read the customs from various countries. Decide ‘where each custom belongs in the chart and write its letter. Then add your own examples. LIND FHL MAIATd A firm handshake is considered ee professional in the United States. 2, Styles of dress 3, Personal space 5.Politeness F Discuss these questions with a partner. 1, Do you think that any of the various customs listed in Activity E are related to language? Which ones? Why or why not? 2. How does your behavior change when you speak a different language? 4 UNIT1 | What happens when a language disappears?READING 1 | History of the Maori Language You are going to read a page from the New Zealand government's History ’ Online website that describes the history of the Maori language. The Maori are the indigenous people (original inhabitants) of New Zealand, Use the article to gather information and ideas for your Unit Assignment. PREVIEW THE READING AL Skim the Web page. Answer these questions. 1. Whois the Web page written for? 2. Where in the text do you expect to find the main ideas? B. How can indigenous (native) languages be protected? Write for 5-10 minutes in response. Remember to use this section for your Unit Assignment. c Check (/) the words you know. Then work with a partner to locate each word in the reading. Use clues to help define the words you don't know. Check your definitions in the dictionary. assimilate («) oblige (u) confine (x) persist (v) divorced from (ph) predominant (adj) ethnicity (n) revival (n) initiative (n) 2 suppress (v.) integral (adj,) target (v) & © Oxdord 3000" words D. Go online to listen and practice your pronunciation. ks | Reading and Writing 56 WORK WITH THE READING @ A. Read the Web page and gather information on what happens when a language disappears. Decline and revival In the last 200 years, the history of the Maori language (fe reo Maori) has been one of ups and downs. At the beginning of the 19th century, it was the predominant language spoken in Aotearoa (the Maori name for New Zealand). As more English speakers arrived in New Zealand, the Maori language was increasingly confined to Maori communities. By the mid-20th century, there were concerns that the language was dying out, Major initiatives launched from the 1980s have Livuyhil about a revival of the Maori language. In the early 21st century, more than 130,000 people of Maori ethnicity could speak and understand Maori, one of the three official languages of New Zealand. Maori: A common means: of communication For the first half century or so of the European settlement of New Zealand, the Maori language was a common way of communicating. Early settlers' had to learn to speak the language if they wished to trade with Maori because settlers were dependent ‘on Maori for many things at this time. Up to the 1870s, it was not unusual for government officials, missionaries, 4 settler: a person who goes ta live ina new eosintry 2 Pakeha: Maori word for people who were originally from Europe and also forthe English language, Today it refers to any non-Maori UNIT1 ‘Aotearoa (New Zealand) and prominent Pakeha* to speak Maori. Their children often grew up with Maori children and were among the most fluent European speakers and writers of Maori. Particularly in rural areas, the interaction between Maori and Pakeha was constant. Korero Pakeha (“Speak English!”) 4 Pakeha were in the majority by the early 1860s, and English became the dominant language of New Zealand. Increasingly, the Maori language was confined to Maori communities that existed separately from the Pakeha majority. 5 The Maori language was not understood as an essential expression and envelope? of Maori culture, important for the Maori Senvelope: a container, used metaphorically to ouggest ‘hata language might contain information about aculture What happens when a language disappears?in maintaining their pride and identity as a people. Maori was now officially discouraged. Many Maori themselves questioned its relevance in a Pakeha-dominated world where the most important value seemed to be to get ahead as an individual. The Maori language was suppressed in schools, either formally or informally, so that Maori youngsters could assimilate with the wider community. Some older Maori stil recall being punished for speaking their language. Many Maori parents encouraged their children to learn English and even to turn away from other aspects of Maori custom. Increasing numbers of Maori people learned English because they needed it in the workplace or places of recreation such as the football field. “Korero Pakeha” (Speak English) was seen as essential for Maori people. A language lives Despite the emphasis on speaking English, the Maori language persisted. Until the ‘Second World War most Maori spoke Maori as their first language. They worshipped! in Maori, and Maori was the language of the marae®. Political meetings were conducted in Maori, and there were Maori newspapers and literature. More importantly, it was the language of the home, and parents could pass on the language to their children. ‘The lure of the city ‘The Second World War brought about momentous’ changes for Maori society. There was plenty of work available in towns and cities due to the war, and Maori moved into Urban areas i greater numbers, Before the war, about 75 percent of Maori lived in rural areas. Two decades later, approximately 60 percent lived in urban centers. © English was the language of urban New Zealand—at work, in school, and in leisure activities. Maori children went to city schools where Maori was unheard of in teaching programs. The new, enforced contact of large numbers of Maori and Pakeha caused much strain and stress, and the language was one of the things to suffer. 10 The number of Maori speakers began to decline rapidly. By the 1980s, less than 20 percent of Maori knew enough of their traditional language to be regarded as native speakers. Even for those people, Maori was ceasing to be the language of everyday use in the home. Some urbanized Maori people became divorced from their language and culture. Others maintained contact with their original communities, returning for important ui (meetings) and tangihanga (funerals) or allowing the kaumatua (elders) at home to adopt or care for their children. Seeds of change From the 1970s, many Maori people reasserted" their identity as Maori. An ‘emphasis on the language as an integral part of Maori culture was central to this. Maori leaders were increasingly recognizing the dangers of the loss of Maori language. New groups emerged that were committed to strengthening Maori culture and the language. 1 Second World War: also called World War Il (1939-1945) S worships to pray marae: Maori word for a meetinghouse or a place for formal discussions e 7 momentous: very important or serious ‘reassert: to make other people recognize again your Tight or atthorityaflera period when thicha heen indoubt acca12 Major Maori language recovery programs | began in the 1980s. Many were targeted at young people and the education system, such as a system of primary schooling? in a Maori-language environment. Legislating for change 13. Efforts to secure the survival of the Maori language stepped up in 1985. In that year the Waitangi Tribunal"? heard the Te Reo Maori claim, which asserted that the Maori language was a taonga (a treasure) that the government was obliged to protect under the Treaty of Waitangi. The Waitangi Tribunal agreed with the Mauri and recommended 2 number of laws and policies. In 1987, Maori was made an official language of New Zealand. 14 There are now many institutions working to recover the language. Even so, the decline of the Maori language has only just, been arrested". There is a resurgence’* of Maori, but to survive as a language, it needs enough fluent speakers of all ages as well as the respect and support of the wider English-speaking and multi ethnic New Zealand community. Sprimary school: clementary school, starting at about ‘age 9 and continuing until age 13 to Md "© Waitangi Tribunal: a court created to honor the Waitangi ‘Treaty of 1840 between Great Britain and the Maori people. Under the treaty, the Maori accepted British rule, And the British agreed to treat the Maort fairly. arrested: stopped 12 resurgence: the return and growth Vocabulary B. Complete the sentences with the vocabulary from Skill Review When you see a new ‘word, look at the words and sentences Reading 1. You may need to change the form of the word or phrase to make the sentence grammatically correct. around i Ts assimilate (v,) ethnicity (n.) oblige (v) revival (n,) inepeag br cuilenk confine (v) initiative (n) persist () suppress (v) divorced from (ph) integral (adj) predominant (ad) —_ target (v) 1. Words or phrases that are out of style sometimes experience a and become popular again. 2. ‘The language spoken by most of the people in a country is the language of the country. 3. Itis hard to a language to a certain community and never allow it to be spoken outside that place. 4. A government can help to create new laws, for language programs in schools, for example, 8 UNIT? | What happens when a language disappears?5. 2 8. 9. 10. u. 2 Maoris the predominant language in New Zealand. Many people are proud of their that is, their racial and cultural background. Some people in the United States want to__ the use of languages other than English in public schools. Learning a new language is one way that people can blend in with, or into, a new society. It takes a long time to learn a new language, so you must by taking classes and practicing speaking. Some people think language lessons should ___very young children because they learn new languages so fast. Immigrants often worry that they will forget their customs and become their culture. A person’s language is such a central and part ofher culture that she should try to preserve it. Some parents do not believe their children should_____to learn a language other than the one they speak at home. Go online for more practice with the vocabulary. ‘Complete the timeline with information from Reading 1. 1939-45 1970s —_ 1987 2000s - — a a 1 Waitangi Tribunal agreed that (World War tl) | Reading and Writing 9| E. Match each subheading with the correct main idea. Subheadings —1. Decline and revival —2. Maori: A common means of communication Korero Pakeha (“Speak English!”) A language lives “The lure of the city Seeds of change ‘Legislating for change Main ideas a ‘After English became the dominant language, Maori was suppressed and many Maori had to learn English, ‘The Maori language has had periods of use and disuse over the last two centuries, but itis currently undergoing a revival. After the Second World War, the majority of Maori lived in cities, and some lost their knowledge of their traditional language and customs, At first, Europeans used Maori to communicate with the local people. ‘The Maori language survived in public and private places. In 1987, Maori became an official language of New Zealand, but more speakers and more support are necessary for its survival. ‘More recently, the Maori have begun to reassert their identity as Maori by learning and speaking the Maori language. ind two pieces of evidence (examples, facts, or quotations) from Reading 1 that support these statements. them below the statement. Include the paragraph number where you found the evidence, 1. Europeans who lived in New Zealand before the 1870s learned Maori. a b 10 —_UNIT1 | What happens when a language disappears?2. Both the Maori and the Pakeha were responsible for the increase in the use of English after 1860. a b. 3. The Maori language survived until the mid-20th century because most Maori lived in rural areas where Maori was still an important language for communication. ae b. 4, As the 20th century progressed, there were fewer native speakers of Maori, but some Maori in the cities maintained a basic knowledge of their language. iD b. 5, Starting in the 1970s, the Maori realized that they needed to save their language in order to maintain their cultural identity. a. b. 6. The Waitangi Tribunal helped to make Maori an official language and raise its status in New Zealand. a G. List reasons why the Maori maintained their traditional language. Then list reasons why the Maori learned to speak English. Write the paragraph number in which you found the information next to each reason. Used in religious ceremonies (Para. 7) Needed in the workplace (Para. 6)12 H. Read the statements. Write T (true) or F (false). Then correct each false statement to make it true. Write the number of the paragraph where you found the answer. 1. The Maori language has been in steady decline since the arrival of Europeans in New Zealand, Paragraph: —_ 2. The Maori people have always maintained their native language with pride. Paragraph: 3. In the early 20th century, the Maori language survived in both public and private settings. Paragraph: __ 4. Maori people were forced to move to the cities during and after the Second World War. Paragraph: 5, Although some city Maori lost contact with their language, others maintained links to their traditions. Paragraph: 6. The resurgence of Maori since the Waitangi Tribunal guarantees the survival of the Maori language. Paragraph: Go online to read Languages in Switzerland and check your comprehension. WRITE WHAT YOU THINK A L 2. Discuss these questions in a group. Do you think the efforts to save the Maori language will continue to be successful? Why or why not? Is it important for society to try to save languages that are in danger of disappearing? Should governments create laws to encourage the protection of endangered languages? ‘What would be the advantages and disadvantages of having a common language of worldwide communication alongside native languages? How ‘would local languages be affected? Would all languages be affected in the same way? Who would benefit and lose most from this situation? B. Choose one question and write a paragraph in response. Look back at your Quick Write on page 5 as you think about what you learned. UNIT1 | What happens when a language disappears?Mint ceeeu eee Main ideas are the major points that support the focus of a piece of writing. Ifyou can find the main ideas and distinguish them from the supporting details, you will understand the purpose and focus of the writing, In most texts, you can find main ideas by doing the following: + paying attention to repeated vocabulary, which may be key words + looking for words in the headline or title ofthe text + reading subheadings and the captions of any graphs or illustrations + watching for words that introduce conclusions and main ideas, such as therefore, as a result, so, (more/most) importantly, finally, and to conclude + focusing on words in bold, italics, or different colors The position of the main ideas may depend on the genre, or type of text, because there are different ways of organizing information. Academic writing is divided into paragraphs that usually contain one main Idea. The ‘main idea is often stated near the beginning of the paragraph and summarized at the ‘end, so read the first and last sentences of each paragraph carefully. Remember that all the main ideas in the text are usually connected to the central focus, argument, or thesis of the paper. This is often stated near the end of the introduction, ‘News articles, whether in print or on the Web, have to catch readers’ attention and then keep them reading. Thcy frequently use headlines and subheadings to give main ideas. Business communication has to be brief, efficient, and persuasive, so main ideas are often stated early and repeated at the end of the text, Bullet points, bold text, and repetition are often used to draw the readers’ attention. A. Read the excerpts. Identify the genre of the writing. Then write the main lea ina sentence. When people move to a new culture, they usually experience a series of different feelings as they adjust to their new surroundings. A new culture is not neoessarily another country or a place where another language is spoken. Therefore, this adjustment can ocour in any situation where a person’s normal rules of behavior no longer work. The process of adapting to these differences has four stages and is called culture shock. Genre: Main idea: | Reading and Writing 13,Solution: Say it Again Language Learning Program The company is interested in investing in a language learning program. There are two suitable programs available: Say It Again and Language ‘Now. We recommend Say It Again for these reasons: + cost~19 percent less + technical support—included in price Say It Again will meet our needs at a lower cost and with better service. 2. Genre: Main idea: oes Language Researcher Faces Challenges Dr. wilde’s researen is certainly exciting. It could change the way we think about the original inhabitants of New Zealand. But it is not without difficulty. “Of course, the greatest challenge will be getting the local chiefs to talk to me,” Wilde admitted. “Without their cooperation, my project can't go forward.” Gaining the trust of the local population is just one of the many challenges facing Dr. Wilde in his research. Genre: Main idea: 4. Languages change through two processes: internal change and language contact. Internal change occurs slowly over time as words or phrases shift in meaning or grammatical structure. For instance, the Old English @ nadder, meaning “a snake,” gradually became an adder, the modern word, when the n became attached to the article. The second | source of change is external, and it occurs when another, usually more powerful, language comes into contact with it. 14 UNIT1 | What happens when a language disappears?| New Zealand in the 1830s New Zealand was largely a Maori world in the 1830s. There were perhaps 100,000 Maori divided inta major iwi, or tribes. Relations between groups could be tense, and conflict was common. Maori traditions and social structures prevailed, but mote Europeans arrived in New Zealand throughout the decade. There were about 200 in the North Island in the early 1830s. By 1839, there may have been 2,000 throughout the country including around 4,400 in the North Island), attracted by trade and settlement, cetica Thinking Genre In Activity 8, you will make general about where main ideas are found in different gentes. When you generalize, Mest i a ‘you use specific How would you find the main ideas in the following types of writing? ‘easton foe Discuss your answers with a partner. ‘general rules. This Main idea: shows you understand ‘the Information in 1. anemail 3. an advertisement a thorough ; eae 2, abusiness letter 4. a newspaper editorial Qi C. Go online for more practice distinguishing main ideas from details. READING 2 | When Languages Die You are going to read an excerpt from the book When Languages Die, by linguistics professor K. David Harrison. In it, Dr. Harrison examines the traditional knowledge that is lost when a language becomes extinct (that is, when nobody speaks it anymore). Use the article to gather information and ideas for your Unit Assignment. PREVIEW THE READING A. What knowledge do you think can be lost when languages die? Make three predictions. I tesang and teas