CD2: Tracks 22-31
Harry:
Stephanie:
Rob:
Stephanie:
Rob:
Harry:
Rob:
Stephanie:
Track 30
Tutor:
Natalie:
Louise:
Tutor:
Louise:
Natalie:
Tutor:
Natalie:
Tutor:
Louise:
Tutor:
Louise:
Tutor:
Natalie:
Tutor:
Natalie:
Louise:
Tutor:
Louise:
Track 31
Anna:
Suzanne:
James:
Suzanne:
Anna:
Oh yes, you're right.
We've got to get o ur te rm in o lo g y co rrect because Spain is com plicated in te rm s of languages and
dialects and accents. How about we then move across to the n o rth -e a st, and I give details on the
Basque language and how it ’s d iffe re n t from S panish.
That seem s logical. Stephanie. Do you also w ant to m ention the o th e r language in the n orth-e ast? It's
Catalan, is n ’t it ?
Yes. In fact we should say it ’s the o ffic ia l language of the region to show how im p o rta n t it is .
So, w hat am I going to present?
We need to include som ething about accents and speaking styles, d o n 't we?
Of course. I could explain the d iffic u ltie s of understanding the accent in the south due to the fact th at
the locals speak guicklv.
Excellent! W ell I th in k th at covers everything. Shall we m eet to m o rro w to practise o ur presentation?
So, Natalie, Louise, how are you doing w ith your report on encouraging people to speak local languages?
Fine thanks, Dr Philips. It's been re a lly interesting.
We've found lots of info rm a tio n w hich we've collated fo r o ur report.
Good. W hat are you going to focus on?
W ell, many schools and colleges are doing good w o rk prom oting local languages both as
q ua lifica tion s and in te rm s of a fte r-s c h o o l clubs.
And then th ere's the rise in p op ularity of m in o rity language m usic, w hich seem s to be driven by
to u ris m . Tourists who are exposed to songs in indigenous languages become interested in learning
those languages.
OK. Now you need to be ca re ful w ith these topics. They are fascinating, but you need to look at the
influences w hich drive language learning. Education doesn’t leave people m uch choice, and m usic
is n 't a strong enough factor.
Do you have any suggestions fo r us?
W ell, w ha t did we ta lk about in last w eek's sem inar? Can you re m e m b e r any of the real push factors?
Do you mean th ing s like com m unication and relatio n ships between com panies and th e ir w orkers?
It's m uch m ore p ow erfu l than m usic, d o n 't you th ink?
Yes, I see w ha t you mean. So I suppose o ur o th e r idea is n 't very strong, either. We also th ou gh t about
hobby groups, but I'm beginning to th in k th ey’ re less significant.
Yes, there a re n ’t su ffic ie n t hobbyist groups to make a real difference to local language learning. But,
th in k about som ething else w hich is s im ila r but reaches a m uch la rg e r pro po rtio n of the population
of a co un try o r com m unity.
Ah! Like online discussion g ro up s? I re m e m b e r in the lecture you talked about how the In te rn e t is
fu e llin g the increase in local languages through the w o rld languages project.
This is m ore appropriate fo r your re p o rt because we can a ctua lly m easure the a m ount of
correspondence in each language and ch art increases and decreases o v e rtim e , w hich m akes it a
m ore rigorous fo rm of analysis.
Of course. So we should d efin itely include th a t in o ur report.
It’s becoming c le a re r now. We need to w rite about the la rg e r fa cto rs involving com m erce and online
com m unication, w here we can record language usage.
I th in k it's b e tte r than looking at anecdotal inform a tion .
Thanks, Dr Philips.
So, we need to get th is fie ld trip sorted out as soon as possible, don 't we?
Yes. Let's get started. Jam es, have you w orked out w hich two co un trie s we should tra v e l to?
W ell, I thought we could go to the USA and Mexico because th at's w here the populations of m ost
native languages are concentrated. But then I found out th a t the th re e languages w e ’re m ost
interested in are m ore w idely spoken in Canada than Mexico so I th in k we should go there instea d .
OK ... Anna, w e re n ’t you going to th in k about o ur research focus?
Yes, and I th in k I've found tw o areas th at w ould w o rk w e ll. Firstly, use of the three languages,
N a-Dene, Salishan, and A lgic among the younger generation - people up to the age of tw enty-five.
Do'stlaringiz bilan baham: 
