Level 5 Session 2 2006 Written Paper N29354A

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LABEL

Examiner’s use only

Team Leader’s use only

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Centre

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Candidate

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Paper Reference(s)

4152/01 4065/01

London Tests of EnglishCertificate of Attainment

Level 5

Session Two 2006

Time: 2 hours 55 minutes

Materials required for examination Items included with question papers

Cassette player Information sheets1 Cassette per 10 Candidates

This publication may be reproduced only in accordance with

Edexcel Limited copyright policy.©2006 Edexcel Limited.

Printer’s Log. No.

N29354AW850/U4152/57570 8/8/8/8

Instructions to CandidatesYour candidate details:Step 1: Write your surname, initials and signature in the boxes at the top right of the page.Step 2: - If you have been given a label containing your details then stick it carefully in the box at the top left of the page. - If you have not been given a label, then write your centre number and candidate number in the boxes at the top left of the page.

Do not use pencil. Use blue or black ink. Some tasks must be answered with a cross in a box ( ). If youchange your mind about an answer, put a line through the box ( ) and then mark your new answer witha cross ( ). For Task 5 indicate which question you are answering by marking the box ( ).

Answer ALL the questions. Write your answers in the spaces provided in this question paper.

Information for CandidatesThe marks for the various tasks are shown in round brackets: e.g. (15 marks).There are 5 tasks in this question paper. The total mark for this paper is 100.There are 24 pages in this question paper. Any blank pages are indicated.

Advice to CandidatesWrite your answers neatly.You should remove information sheet 1 (pages 11–12) to answer Task Three (a).You should remove information sheet 2 (pages 13–14) to answer Task Three (b).You should remove information sheet 3 (pages 19–20) to answer Task Four.


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Hello everybody. Today’s test is the London Tests of English Level Five. The theme of

this test is Language. This test lasts two hours and fifty-five minutes. There are five tasks.

Tasks One and Two are listening. You must listen to the tape and write your answers in

the booklet. Good luck!

1. Task One: The Origins of Language (15 marks)

While studying in Britain, you are doing a research project on language. You hear part of

a radio discussion in which three people are discussing how language developed.

Listen to the first part of the programme and fill in the boxes next to the statements below.

In each box, put a cross ( ) if the person agrees with the statement, or leave it blank if

they disagree or do not say anything about it.

One has been done as an example. You will hear the programme twice. Do as much as you

can the first time and finish your work the second time.

You have one minute to look at the statements.

Statement John Helen Eric

Example:

Early forms of language are best described as

proto-language.

1. Language developed primarily as a means of

communicating information.

2. Gesture was very significant in the developmentof language.

3. Gesture was not always a practical way of

communicating.

4. Language encouraged the development of

social groupings.

5. The main function of language is to establish

group identity.Q1

(Total 15 marks)


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2. Task Two: Esperanto (15 marks)

You now hear a talk from a radio educational programme on the development of Esperanto,

an artificial language invented in 1887.

Listen to the talk and complete the notes below. Write no more than four words in each

gap, as in the example.

You will hear the talk twice. Do as much as you can the first time and finish your work

the second time.

You have one minute and a half to read the notes.

Zamenhof was an (example) ...................................... who invented Esperanto in 1887.

1. He invented Esperanto to promote ...................................... between nations.

2. He had been influenced by the ........................................................ between the

different communities in his home town.

3. He realised that any existing languages wouldn’t have the necessary

...................................... to be accepted as an international language.

4. Other invented languages tended to be both ...................................... and difficult to

learn.

5. Esperanto is simpler and more regular than other languages and allows people to

communicate with no cultural advantage to ...................................... .

6. Esperanto would also play a role in helping ...................................... to survive.

7. Most of the vocabulary comes from ...................................... languages.

8. The vocabulary’s European bias is not such a problem because many of its

...................................... are used in other languages.

9. Esperanto is phonetic, spoken as it is spelt, with no exceptions or

....................................... .

10. Grammatically it has no irregular verbs, six verb endings, and regular plurals.

To give a word ...................................... a prefix is added.

11. Its flexible word order allows people of very different languages to be both

grammatical and ....................................... .

eye specialist


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That is the end of the listening parts of the test. The other tasks test your reading and

writing of English. Now go on to Task Three.

12. It appears that learning Esperanto helps people to ....................................... .

13. Esperanto is unlikely to develop ...................................... as some people think.

14. This is because it is designed to be used as ....................................... .

15. Also, dialects tend to disappear with the domination of ...................................... .Q2

(Total 15 marks)


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3. Task Three: Dying Languages

As part of your research, you become interested in the survival of minority languages.

You find information in a number of articles on the internet.

Three (a): Reading (10 marks)

Read the article on Information Sheet 1 and complete the task below.

The article has six gaps labelled (1–6). For each gap find the best missing sentence (A–H)

from the list below. Then put a cross ( ) in the appropriate box, as in the example.

Be careful. There are two more sentences than you need.

Missing sentences

A The linguistic campaigners’ debt to

Romanticism has left them with a

thoroughly confused notion of rights.

E Campaigners for linguistic diversity

portray themselves as liberal

defenders of minority rights,

protecting the vulnerable against the

nasty forces of global capitalism.

B When a language dies we lose

‘the possibility of a unique way of

perceiving and describing the world.’

F In bemoaning ‘cultural

homogenisation’, campaigners for

linguistic diversity fail to understand

what makes a culture dynamic and

responsive.

C There are around 6000 languages in

the world today. Shortly there will beone less.

G What if half the world’s languages

are on the verge of extinction?

D Language campaigners also confuse

political oppression and the loss of

cultural identity.

H The belief that different peoples have

unique ways of understanding the

world became, in the 19th century,

the basis of a racial view of the

world.

Missing sentence

Gap number A B C D E F G H

1

2

3

4

5

6 Q3(a)

(Total 10 marks)


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Task Three (b): (20 marks)

You receive this email from your course tutor, Dr Jackson.

Using only the information on Information Sheet 1 and Information Sheet 2, write the paper, covering all of the points above.

Jeff Jackson

Next Week’s Seminar

Thank you for agreeing to lead next week’s seminar on Endangered Languages.

I’d like you to write a paper before the seminar covering the following points:

• a definition of an endangered language• why languages die• what is being done to save them

•

arguments for and against saving them

This will serve as a basis for discussion.

Thanks

Jeff


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Use your own words as much as possible.

Write 230–260 words.

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(Total 20 marks)


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Task 3

Information Sheet 1

Should we let this language die?

1. ...................................... Eighty-one year old Marie Smith Jones is the last living speaker ofEyak, an Alaskan language. When she dies, so will her language. Over the past few decades a

huge number of languages have died. Some pessimists suggest that by the year 3000 just 600

languages will be left. The linguist David Crystal in a Prospect essay last year argued, ‘We

should care about dying languages for the same reason that we care when a species of animal

or plant dies. It reduces the diversity of our planet.’

2. ...................................... Beneath the surface rhetoric, however, their campaign has muchmore in common with reactionary, backward-looking visions, such as William Hague’s

campaign to ‘save the pound’ as a unique expression of British identity. All seek to preserve

the unpreservable, and all are possessed of an impossibly nostalgic view of what constitutes a

culture or ‘way of life’.

The whole point of a language is to enable communication. A language spoken by one person,

or even a few hundred, is not a language at all. It is a private conceit. It is, of course, enriching

to learn other languages and delve into other cultures. But it is enriching not because different

languages and cultures are unique, but because making contact across barriers of language and

culture allows us to become more universal in our outlook.

3. ...................................... It is not the fracturing of the world with as many different tonguesas possible; it is rather the overcoming of barriers to social interaction. The more universally

we can communicate, the more dynamic our cultures will be, because they will be open to new

ways of thinking and doing.

At the core of the preservers’ argument is the Romantic belief that a particular language is

linked to a particular way of life and a particular vision of the world. The human capacity for

language certainly shapes our ways of thinking. But particular languages almost certainly do

not. Most linguists have long since given up on the idea that people’s perceptions of the world,

and the kinds of concepts they hold, are constrained by the particular language they speak.

4. ...................................... The contemporary argument for the preservation of linguisticdiversity draws on the same philosophy that gave rise to ideas of racial difference. Language

preservers may be acting with the best of intentions, but they are treading on dangerousground, and they carry with them some unpalatable fellow-travellers.

5. ...................................... When Nettle and Romaine suggest that ‘the right of people toexist, to practise and produce their own language and culture, should be inalienable’, they are

conflating two kinds of rights - individual rights and group rights. Individuals certainly have

the right to speak whatever language they want, and to engage in whatever cultural practices

they wish to in private. But it is not incumbent on anyone to listen to them, nor to provide

resources for the preservation of either their language or their culture. The reason that Eyak

will soon be extinct is not because Marie Smith Jones has been denied her rights, but because

nobody else can - or wants to – speak it. This might be tragic for Marie - and frustrating for

professional linguists - but it is not a question of rights.


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6. ...................................... Some groups are banned from using their language. But mostlanguages die out, not because they are suppressed, but because native speakers yearn for a

better life. Speaking a language such as English, French or Spanish, and discarding traditional

habits, can open up new worlds and is often a ticket to modernity. But it is modernity itself

which campaigners disapprove of. This is tantamount to saying that some people should live

a marginal life, excluded from the modern mainstream to which the rest of us belong. There

is nothing noble or authentic about local ways of life; they are often simply degrading and

backbreaking.

Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Edexcel will, if notified, be happy

to rectify any errors or omissions and include any such rectifications in future editions.


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Task 3

Information Sheet 2

Text 1: Endangered Language Groups

Linguists have become more and more concerned about ethnolinguistic groups which areeither shifting from their original language to one which offers more power or opportunities,

or whose population is becoming so reduced that there is little chance of ongoing use of their

language. In nearly every part of the world, languages are becoming extinct. Just as we in

the developed world now enjoy the affluence and ability to put considerable efforts into the

preservation of threatened biological species, so we are able to worry about language extinction

and the loss of the cultures and the very people they represent.

There are many ways of defining endangered languages. Krauss defines three categories of

languages: moribund - those no longer being learned as mother-tongue by children; endangered

- those which, though now still being learned by children, will – if the present conditions

continue – cease to be learned by children during the coming century; and safe – those withofficial state support and very large numbers of speakers.

Currently there are several options for involvement with endangered languages:

1. Do nothing; accept changes in language use as normal. Such a philosophy would perhaps

reflect the assertion that it is natural for language use to change.

2. Document the language, recording as much data as possible. The arguments for being

involved in such documentation include the safeguarding of linguistic diversity,

contributing to a knowledge base for language theory, and the idea that knowledge in and

of itself is valuable.

3. Attempt some sort of language salvage, revitalization, or maintenance programme,

including language development strategies such as literacy, education, literature production,

translation etc. There are certain problems in prioritizing needs for such intervention.

Should we even attempt to save languages from extinction? Should we include even the

smallest groups? Should we consider cost efficiency and the number of people who might

benefit? Basically, what keeps a language alive is its social function; the only people who

can stop a language from shrinking or dying are the speakers of that language.




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Text 2: Endangered Languages Research Projects

• About half of the world’s 6.500 or so languages are under threat of extinction, usually

because of the pressure on parents to ensure that their children grow up speaking the

language of some larger, culturally dominant group. This has prompted the School of

Oriental and African Studies in the University of London to set up a research project

dedicated to documenting threatened languages. The Endangered Languages AcademicProject, headed by Peter Austin, will train researchers to analyse and record such languages

and assemble an electronic archive of language samples.

• The Volkswagen Foundation has created a multimedia archive at the Max Planck Institute

for Psycholinguistics in the Netherlands that can house recordings, grammars, dictionaries

and other data on endangered languages.

• The Ford Foundation helped with a master-apprentice program created in 1992 by Leanne

Hinton of Berkeley and Native Americans worried about the imminent demise of about 50

indigenous languages in California. Fluent speakers are paid to teach a younger relative(also paid) their native tongue over six months.

• Dozens of institutions around the world are setting up digital libraries for data on endangered

languages. However, the projects plan to use inconsistent data formats, terminology and

even names of languages. SIL International and many others have been working to bring

some order to this chaos by building an “open language archives community” (OLAC) to

smooth out these inconsistencies.




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4. Task Four: You Speak What You Like

A fellow student gives you a magazine article on raising a bilingual child.

Read the article on Information Sheet 3 and complete the tasks that follow.

Task Four (a): (12 marks)

For each of the following statements, put a cross ( ) in the correct box to show whether

the statement is TRUE or FALSE according to the text.

If the statement is false, explain why on the line under the statement.

The first one is an example.

Example:

The colleague thought that the writer’s daughter shouldn’t be

learning Japanese.

......................................................................................................

1. The writer spoke Japanese to Alice primarily to make her

bilingual.

...............................................................................................

2. The writer believes that allowing one language to dominate

helped Alice.

...............................................................................................

3. The writer pointed out to his colleague that Alice was more

fluent than his son.

...............................................................................................

4. He felt that speaking only English to Alice would not be in

her interest.

...............................................................................................

5. Alice had little exposure to English from the beginning.

...............................................................................................

True False

He thought the writer shouldn‛t speak in Japanese to her.

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6. He felt Alice wouldn’t confuse the two languages because

her English was weaker.

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7. He is concerned about Alice’s progress in English.

.............................................................................................

8. He thinks his approach has implications for teaching in

general.

............................................................................................. Q4(a)

(Total 12 marks)

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Task Four (b): (8 marks)

For each of the following words or phrases, find a word or phrase from the article that has

the same meaning. Write it in the appropriate space, as in the example.

(example)

approximately (paragraph 1)

.......................................

(a) criticised (paragraph 1)

.......................................

(b) learning (paragraph 3)

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(c) thought (paragraph 5)

.......................................

(d) reject (paragraph 6)

.......................................

(e) enter (paragraph 9)

.......................................

(f) get into difficulties (paragraph 10)

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(g) energetic (paragraph 11)

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(h) following (paragraph 12)

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about

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(Total 8 marks)

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Task 4

Information Sheet 3

You Speak What You Like

1 I’m English, living in Japan and married to a Japanese woman. About four years ago, Iwas ticked off by a French colleague, who had a child rather older than my daughter (whowas about two and half years old at that time), because I sometimes spoke to her in Japanese.

He had a policy of only speaking French to his child, in order to ensure that he would grow

up speaking both French and Japanese (which the child was learning by going to Japanese

nursery).

2 The central part of the answer I gave him was that I did it because I valued my relationshipwith my daughter more highly than any theory of language acquisition. I also thought that, if

she liked me, she would want to speak my language, so I would win twice – I’d have a close

relationship with my daughter and I’d succeed in raising a bilingual child.

3 I also said that, in Welsh-speaking parts of Wales, where bilingualism is the norm, theaim is for children to be fully bilingual by the age of eleven, in which case we both had a long

way to go before we could claim success or admit failure, and pointed out that, if we’re talking

theories, it’s a fairly well-accepted theory that learning proceeds by relating the known to the

unknown, in which case it is perhaps not a good idea to bombard the child with equal doses

of different languages. It would make more sense for one language to “lead” and the other (or

others) to “follow”. That way, the child can make links and analogies between the stronger,

leading language that will facilitate his or her acquisition of the second language.

4 Finally, I pointed out that bilingualism is also the norm in many regions of the worldwhere there is a high level of illiteracy, where people haven’t been exposed to any academic

theories and succeed by just doing what comes naturally.

5 I also reflected, though I think I was tactful enough not to mention it to him, that his childhad been much slower in producing language than Alice. Alice was producing consecutive

sentences in Japanese at the age of twenty months, and by the time she was two she was

fairly fluent. By contrast, at the age of two my friend’s child appeared to understand what

was said to him, but said very little in response. I wondered if it might not be frustrating to

have to devote so much energy to acquiring receptive skills in (in his case) three languages

that productive skills were significantly reduced. Of course, boys are generally reckoned to be

slower at acquiring their first language than girls, and the disparity may perhaps have been dueto nothing more than that.

6 The idea that my relationship with my child should come first, is something I felt verystrongly even when she was a baby. If I’d insisted on speaking English I ran the risk of being

an irritating distraction to her. She was getting on with the serious business of making sense

of the world around her – a Japanese world – and here was this weirdo coming along and

complicating the picture by refusing to be part of that world and imposing some other world

on her. I felt there was a very real risk that she might just decide I was too much trouble to

be bothered with and turn her back on me and devote herself to adjusting to the Japanese

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7 I think I was right about this; now, at the age of six, she gets quite impatient with mesometimes when I don’t understand something in Japanese, but at least she’s generally got

enough time for me to slow down and explain. I think if I hadn’t met her halfway when she

was small there’s a very real risk she wouldn’t be taking pity on my difficulty in following

her conversations in Japanese now, and that would create a gulf between us, especially in the

home, where she and her mother usually (but not always) speak together in Japanese.

8 Anyway, from the earliest days, I settled on using bits of English with her, but also a lotof Japanese, especially when the content of what I wanted to say was more complicated. Ishould add, at this point, that the main language my wife and I use when speaking together is

English, so there was a fair bit of “L2 input” (to use the jargon) at that level, and periodic visits

to English-speaking countries (especially to England, where Alice has a grandmother, an aunt

and uncle, and two cousins) were obviously an important boost.

9 My French friend was concerned that, because of my flexible approach, Alice might become confused. He felt that his child would separate the languages out clearly in his mind

because they were associated with different people or situations (French = father, Swedish =

mother, Japanese = nursery). I didn’t think this was a problem because Japanese and English

were separated radically for Alice by level of acquisition. She had been speaking in Japanesefor a long time before producing her first English sentence. Being so much more advanced in

Japanese I felt she would hardly muddle it up with English. I already had strong evidence that

I was right about this. There are frequent occasions when, even though I’m speaking English,

certain Japanese words creep into my conversation. Even before the age of two, Alice would

laugh when I did this and say (in Japanese), “Daddy’s mixing English and Japanese!”

10 On another tack, several of my colleagues have spent a small fortune sending theirchildren to international schools here in Japan, only to discover when the child is in his or her

teens that the system has failed them, and the child is not fully fluent either in Japanese or

in English. These children can handle everyday conversation fluently in both languages, but

they don’t have the language skills which would normally be required at, say, university level.They’d come adrift trying to read a Japanese newspaper or a Dickens novel. I know some

parents in cases like this who, in addition to not fully sharing a language with their children,

are also relatively estranged from them.

11 Alice is a couple of months past her sixth birthday now, and her Japanese continues to beone jump ahead of her English. Her sentence structure and vocabulary are wider in Japanese

than in English, and she still has difficulty with some of the sounds of English but when she

speaks English she’s lively and inventive and sensitive to nuance. One of my all-time favourites

is something she said about six months ago: “Oh, mummy, you’re so childish!” Then, slyly,

and with a sidelong glance at me: “You can’t call me childish, can you? Because I am a child!”

I can’t guarantee that she will acquire complete bilingual fluency by the age of eleven, but I

think I can say that she is on track.

12 In conclusion, then, I would recommend the approach I’m taking to anyone in a similar position to me. It gives a good chance of being emotionally close to one’s child and of leading

to full bilingualism, and a virtual guarantee that, if nothing else, one’s child will at least have

native speaker fluency in one language. But I would go further than that and say that, in

general, it is probably wiser for teachers to make their relationship with their students a higher

priority than simply working through a programme or agenda. It is said that students will learn

best when given positive reasons to do so, but reasons based on logic (e.g., “It will help you to

get a better job”) don’t on the whole cut as much ice as reasons based on affect (e.g., “I reallylike my teacher”).

Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Edexcel will, if notified, be happyto rectify any errors or omissions and include any such rectifications in future editions.


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5. Task Five: Writing (20 marks)

Your college tutor has asked you to write an essay on one of the following topics:

EITHER

A “In some countries, the number of foreign languages taught is being reduced. Is this agood thing?” Discuss.

If you refer to information or ideas from other parts of the test, you should use your

own words as far as possible.

OR

B “Some people think that the adoption of words from other languages has enriched their

culture whereas, in reality, it’s the first step towards a kind of linguistic imperialism.” How

far do you agree with this statement?

If you refer to information or ideas from other parts of the test, you should use your

own words as far as possible.

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Put a cross ( ) in the box next to the topic you have chosen.

A B

Write 300–350 words

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TOTAL FOR PAPER: 100 MARKS

THAT IS THE END OF THE TEST

Q5

(Total 20 marks)

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Documents

Level 5 Session 2 2006 Written Paper N29354A