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.
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:

Updated On: Mar 20, 2026
  • 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.
Show Solution

The Correct Option is B

Solution and Explanation

The passage explains why languages go extinct, noting that South America experienced slightly better language survival than North America. The reason for this difference, as presented in the question, relates to an exception: "locals were provided job opportunities in the colonial administration." Here's why:
  • Colonial Government's Impact: The suppression of indigenous languages by colonial powers in North America is mentioned. A less forceful approach in South America could explain higher survival rates. The option 'the colonial government was unable to mainstream the locals' supports this idea.
  • Cultural Environment: Allowing children to remain with their families may foster a more supportive environment for native languages. This aligns with the option: 'European colonists allowed children of native speakers to stay at home with their families.'
  • Reduced Violence: Fewer deaths among native populations would naturally lead to better survival rates for their languages, corresponding to 'not many native speakers were killed by European colonists.'
  • Job Opportunities: The passage does not explicitly explain how job opportunities in colonial administration would promote language survival. Therefore, 'locals were provided job opportunities in the colonial administration' is the exception because it doesn't directly relate to the passage's points on language preservation.
Consequently, the correct answer is: 'locals were provided job opportunities in the colonial administration.'
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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

Updated On: Mar 20, 2026
  • overcome cultural barriers to communication.
  • establish schools to preserve languages spiralling towards extinction.
  • learn different languages.
  • develop a better understanding of their own culture.
Show Solution

The Correct Option is B

Solution and Explanation

The question asks which statement is *not* supported by the author's view on how a liberal arts education combined with language preservation empowers students. Let's examine each option against the passage to find the unsupported aspect of empowerment:

  1. Overcome cultural barriers to communication: The passage states that studying languages helps students understand cultural biases and communicate across linguistic and cultural differences. This empowers students to overcome cultural barriers.

  2. Establish schools to preserve endangered languages: While the passage notes that some communities establish schools for language preservation, the author points out that few students will directly create such schools. Most will support preservation efforts passively rather than actively establish institutions. Therefore, this is not a direct empowerment from a liberal arts education.

  3. Learn different languages: The author discusses extensive language study as part of a liberal arts education, which naturally involves learning new languages and fostering cultural understanding and empathy. This is an emphasized form of empowerment.

  4. Develop a better understanding of their own culture: Studying other languages and cultures allows students to better recognize their own cultural biases and viewpoints. This is an aspect of empowerment promoted by the author.

Based on this analysis, the unsupported statement is: "establish schools to preserve languages spiraling towards extinction." This activity is not directly empowered by a liberal arts education and general language preservation efforts.

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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?

Updated On: Mar 23, 2026
  • 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.
Show Solution

The Correct Option is B

Solution and Explanation

The question asks to identify a scenario that is NOT an example of the loss caused by language extinction. The passage states that when a language becomes extinct, we lose the associated worldview, culture, knowledge, environmental understanding, and cultural expressions.
Let’s evaluate each option:
1. The Andamanese language: The described loss is emotional and conceptual, aligning with the passage’s explanation of what is lost when a language dies.
2. The Lamkangs of Manipur: The loss here relates 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 an 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 resulting from language extinction, making it NOT an example of the type of loss outlined in the passage.
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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?

Updated On: Jan 13, 2026
  • 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.
Show Solution

The Correct Option is D

Solution and Explanation

The passage's main point is about protecting endangered languages and how liberal arts education can promote cultural understanding and respect for language variety. It proposes that introducing students to different languages and cultures can help stop languages from disappearing and encourage global citizenship. Let's examine the options to see which situation most weakens this main point:
OptionAnalysis
Schools that teach endangered languages can preserve the language only for a generation.This option points out a limit in language preservation efforts. However, it agrees with the passage's acknowledgement of the difficulties in stopping language extinction. Therefore, it does not weaken the main idea.
Most liberal arts students will pursue jobs in publishing and human resource management rather than doctorates in linguistics.This situation notes the likely career paths of liberal arts students. This does not contradict the passage, as it states that most students won't become linguists but will still gain cultural exposure from their education.
Recording a dying language that has only a few remaining speakers freezes it in time: it stops evolving further.Although this points out a possible drawback of documenting languages, it does not oppose the broader educational and cultural benefits and support that the passage champions.
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 goes against the passage's focus on students learning various languages, especially endangered ones, to build cultural understanding and empathy. It weakens the argument that liberal arts education should support endangered languages instead of concentrating on widely spoken ones.
Thus, the situation that most significantly 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."
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Top Questions on Reading Comprehension

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The passage given below is followed by four summaries. Choose the option that best captures the essence of the passage.
In the dynamic realm of creativity, artists often find themselves at the crossroads between drawing inspiration from diverse cultures and inadvertently crossing into the territory of cultural appropriation. Inspiration is the lifeblood of creativity, driving artists to create works that resonate across borders. In a globalized era of the modern world, artists draw from a vast array of cultural influences. When approached respectfully, inspiration becomes a bridge, fostering understanding and appreciation of cultural diversity. However, the line between inspiration and cultural appropriation can be thin and easily blurred.
Cultural appropriation occurs when elements from a particular culture are borrowed without proper understanding, respect, or acknowledgment. This leads to the commodification of sacred symbols, the reinforcement of stereotypes, and the erasure of the cultural context from which these elements originated. It is essential to recognize that the impact of cultural appropriation extends beyond the realm of artistic expression, influencing societal perceptions and perpetuating power imbalances.
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