L5_2

Lesson 5

Engandered Languages

Section 2

Lesson 5Endangered LanguagesSection 2(p.74)

1

Can you give more examples of

endangered languages?

Lesson 5Endangered LanguagesSection 2(p.74)

3

Sure.

Lesson 5Endangered LanguagesSection 2(p.74)

5

Tsimshian is an example from

Canada.

Lesson 5Endangered LanguagesSection 2(p.74)

7

It is a language which one of the

indigenous peoples speak.

Lesson 5Endangered LanguagesSection 2(p.74)

9

This language has a word

“ts’iwox.”

Lesson 5Endangered LanguagesSection 2(p.74)

11

It means to eat snacks before

going to bed.

Lesson 5Endangered LanguagesSection 2(p.74)

13

That sounds fun!

Lesson 5Endangered LanguagesSection 2(p.74)

15

Traditionally, Tsimshian people

live by fishing and have an early

dinner.

Lesson 5Endangered LanguagesSection 2(p.74)

17

After dinner, they often talk with

their family or friends until late.

Lesson 5Endangered LanguagesSection 2(p.74)

19

When they become hungry, they

eat snacks, including seafood.

Lesson 5Endangered LanguagesSection 2(p.74)

21

I see.

Lesson 5Endangered LanguagesSection 2(p.74)

23

How many speakers are there?

Lesson 5Endangered LanguagesSection 2(p.74)

25

Only about 100 speakers remain

because many Tsimshian people

use English instead of their own

language.

Lesson 5Endangered LanguagesSection 2(p.74)

27

This shows major languages

influence speakers of minority

languages.

Multiple Choice

major languages influence speakers of minority languagesが表す内容に最も近いものをア〜ウから選びなさい。

• ア 少数言語の話者が自分たちの母語のかわりに主要言語を使うようになること

• イ 主要言語の話者が少数言語を学ぶことでその保護をしようとすること

• ウ 少数言語と主要言語が影響し合い、全く新しい別の言語を生み出すこと