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Immigrants’ adoption of English as their primary language is

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Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 23 Jul 2008, 11:41
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Quote:
Part of New RC Series- Please check this link for more questions


Immigrants’ adoption of English as their primary language is one measure of assimilation into the larger United States society. Generally languages define social groups and provide justification for social structures. Hence, a distinctive language sets a cultural group off from the dominant language group. Throughout United States history this pattern has resulted in one consistent, unhappy consequence, discrimination against members of the cultural minority. Language differences provide both a way to rationalize subordination and a ready means for achieving it.

Traditionally, English has replaced the native language of immigrant groups by the second or third generation. Some characteristics of today’s Spanish-speaking population, however, suggest the possibility of a departure from this historical pattern. Many families retain ties in Latin America and move back and forth between their present and former communities. This “revolving door” phenomenon, along with the high probability of additional immigrants from the south, means that large Spanish-speaking communities are likely to exist in the United States for the indefinite future.

This expectation underlies the call for national support for bilingual education in Spanish-speaking communities’ public schools. Bilingual education can serve different purposes, however. In the 1960s, such programs were established to facilitate the learning of English so as to avoid disadvantaging children in their other subjects because of their limited English. More recently, many advocates have viewed bilingual education as a means to maintain children’s native languages and cultures. The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.

To date, the evaluations of bilingual education’s impact on learning have been inconclusive. The issue of bilingual education has, nevertheless, served to unite the leadership of the nation’s Hispanic communities. Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture. If the United States is truly a multicultural nation—that is, if it is one culture reflecting the contributions of many—this demand should be seen as a demand not for separation but for inclusion.

More direct efforts to force inclusion can be misguided. For example, movements to declare English the official language do not truly advance the cohesion of a multicultural nation. They alienate the twenty million people who do not speak English as their mother tongue. They are unnecessary since the public’s business is already conducted largely in English. Further, given the present state of understanding about the effects of bilingual education on learning, it would be unwise to require the universal use of English. Finally, it is for parents and local communities to choose the path they will follow, including how much of their culture they want to maintain for their children.
1. It can be inferred from the passage that one of the characteristics of immigrant groups to the United States has traditionally been that, after immigration, relatively few members of the group
(A) became politically active in their new communities
(B) moved back and forth repeatedly between the United States and their former communities
(C) used their native languages in their new communities
(D) suffered discrimination in their new communities at the hands of the cultural majority
(E) sought assimilation into the dominant culture of the new communities they were entering



2. The passage suggests that one of the effects of the debate over bilingual education is that it has
(A) given the Hispanic community a new-found pride in its culture
(B) hampered the education of Spanish-speaking students
(C) demonstrated the negative impact on imposing English as the official United States language
(D) provided a common banner under which the Spanish-speaking communities could rally
(E) polarized the opinions of local Spanish-speaking community leaders



3. In lines 38-39, the phrase “different political agendas” refers specifically to conflicting opinions regarding the
(A) means of legislating the assimilation of minorities into United States society
(B) methods of inducing Hispanics to adopt English as their primary language
(C) means of achieving nondiscriminatory education for Hispanics
(D) official given responsibility for decisions regarding bilingual education
(E) extent to which Hispanics should blend into the larger United States society



4. In lines 64-65 the author says that “It would be unwise to require the universal use of English.” One reason for this, according to the author, is that
(A) it is not clear yet whether requiring the universal use of English would promote or hinder the education of children whose English is limited
(B) the nation’s Hispanic leaders have shown that bilingual education is most effective when it includes the maintenance of the Spanish language in the schools
(C) requiring the universal use of English would reduce the cohesion of the nation’s Hispanic communities and leadership
(D) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas
(E) it has been shown that bilingual education is necessary to avoid disadvantaging in their general learning children whose English is limited



5. In the last paragraph, the author of the passage is primarily concerned with discussing
(A) reasons against enacting a measure that would mandate the forced inclusion of immigrant groups within the dominant United culture
(B) the virtues and limitations of declaring English the official language of the United States
(C) the history of attitudes within the Hispanic community toward bilingual education in the United States
(D) the importance for immigrant groups of maintaining large segments of their culture to pass on to their children
(E) the difference in cultures between Hispanics and other immigrant groups in the United States


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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 11 Apr 2010, 21:29
3
4
Immigrants’ adoption of English as their primary language is one measure of assimilation into the larger United States society. Generally languages define social groups and provide justification for social structures. Hence, a distinctive language sets a cultural group off from the dominant language group. Throughout United States history this pattern has resulted in one consistent, unhappy consequence, discrimination against members of the cultural minority. Language differences provide both a way to rationalize subordination and a ready means for achieving it.

Traditionally, English has replaced the native language of immigrant groups by the second or third generation. Some characteristics of today’s Spanish-speaking population, however, suggest the possibility of a departure from this historical pattern. Many families retain ties in Latin America and move back and forth between their present and former communities. This “revolving door” phenomenon, along with the high probability of additional immigrants from the south, means that large Spanish-speaking communities are likely to exist in the United States for the indefinite future.

This expectation underlies the call for national support for bilingual education in Spanish-speaking communities’ public schools. Bilingual education can serve different purposes, however. In the 1960s, such programs were established to facilitate the learning of English so as to avoid disadvantaging children in their other subjects because of their limited English. More recently, many advocates have viewed bilingual education as a means to maintain children’s native languages and cultures. The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.

To date, the evaluations of bilingual education’s impact on learning have been inconclusive. The issue of bilingual education has, nevertheless, served to unite the leadership of the nation’s Hispanic communities. Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture. If the United States is truly a multicultural nation—that is, if it is one culture reflecting the contributions of many—this demand should be seen as a demand not for separation but for inclusion.

More direct efforts to force inclusion can be misguided. For example, movements to declare English the official language do not truly advance the cohesion of a multicultural nation. They alienate the twenty million people who do not speak English as their mother tongue. They are unnecessary since the public’s business is already conducted largely in English. Further, given the present state of understanding about the effects of bilingual education on learning, it would be unwise to require the universal use of English. Finally, it is for parents and local communities to choose the path they will follow, including how much of their culture they want to maintain for their children.
1. It can be inferred from the passage that one of the characteristics of immigrant groups to the United States has traditionally been that, after immigration, relatively few members of the group
(A) became politically active in their new communities
(B) moved back and forth repeatedly between the United States and their former communities
(C) used their native languages in their new communities
(D) suffered discrimination in their new communities at the hands of the cultural majority
(E) sought assimilation into the dominant culture of the new communities they were entering



2. The passage suggests that one of the effects of the debate over bilingual education is that it has
(A) given the Hispanic community a new-found pride in its culture
(B) hampered the education of Spanish-speaking students
(C) demonstrated the negative impact on imposing English as the official United States language
(D) provided a common banner under which the Spanish-speaking communities could rally
(E) polarized the opinions of local Spanish-speaking community leaders



3. In lines 38-39, the phrase “different political agendas” refers specifically to conflicting opinions regarding the
(A) means of legislating the assimilation of minorities into United States society
(B) methods of inducing Hispanics to adopt English as their primary language
(C) means of achieving nondiscriminatory education for Hispanics
(D) official given responsibility for decisions regarding bilingual education
(E) extent to which Hispanics should blend into the larger United States society



4. In lines 64-65 the author says that “It would be unwise to require the universal use of English.” One reason for this, according to the author, is that
(A) it is not clear yet whether requiring the universal use of English would promote or hinder the education of children whose English is limited
(B) the nation’s Hispanic leaders have shown that bilingual education is most effective when it includes the maintenance of the Spanish language in the schools
(C) requiring the universal use of English would reduce the cohesion of the nation’s Hispanic communities and leadership
(D) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas
(E) it has been shown that bilingual education is necessary to avoid disadvantaging in their general learning children whose English is limited



5. In the last paragraph, the author of the passage is primarily concerned with discussing
(A) reasons against enacting a measure that would mandate the forced inclusion of immigrant groups within the dominant United culture
(B) the virtues and limitations of declaring English the official language of the United States
(C) the history of attitudes within the Hispanic community toward bilingual education in the United States
(D) the importance for immigrant groups of maintaining large segments of their culture to pass on to their children
(E) the difference in cultures between Hispanics and other immigrant groups in the United States



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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 22 Jul 2009, 21:47
please post the reasoning as well for chosen answers as it is difficult to agree based on answers only. :?
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New post 22 Jul 2009, 21:49
BTW what is the source of the RC.
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New post 29 Jul 2009, 23:22
E,D,B,A,B....

OA plz...
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New post 01 Nov 2009, 20:14
To the OP: please post the OA.
If you have questions about any question, we can discuss.
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New post 11 Apr 2010, 23:22
1
1. B 2. D 3. E 4. E 5. A
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New post 12 Apr 2010, 08:17
Answers


1. B 2. D 3. E 4. A 5. A

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New post 12 Apr 2010, 08:20
By the way nsp.. i had seen some of your posts, explanation and responses.

Think you are almost ready for a perfect score. Have u booked an appointment already, or still striking the iron. :-D :-D :-D
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New post 12 Apr 2010, 11:13
1
Couldn't get all of them correct ! :(

hey mailnavin1,

I haven't booked an appointment yet....but planning for it in a month or so... I just finished my knewton's course....

And gmatclub is great place... everyone here is so helpful and responsive !!
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 12 Apr 2010, 17:57
best wishes for your exams. Keep us posted on your scores.

Dude one thing.. No mercy kill him. :-D :-D :-D :-D :-D
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 06 May 2010, 20:09
Please provide the explanations. I got almost everything wrong :(
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 10 May 2010, 02:10
1.C
2.B
3. C
4.C
5.A
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 01 Jun 2010, 07:42
Same here....got only 1 correct.....

need to work harder now.. :-D
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 06 Jun 2010, 19:06
nsp007 wrote:
1. B 2. D 3. E 4. E 5. A

1 B 05:44
2 C 02:15
3 E 02:10
4 A 00:44
5 A 00:47
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New post 01 Aug 2010, 06:23
It took me 10 mins to read the passage and answer all the qs. Is it too long?
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New post 01 Aug 2010, 17:28
my answers were " B,D,E,A,B
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New post 06 May 2011, 23:29
holy creep, this sucked almost 10 minutes , !@#$ . anyway managed to nail this down , except q 1 , which i got wrong after giving almost 3 min to that one single question, finished reading the passage in 3:16 min, and then q 1 sucked almost 3 min. i should have got q1 right in less than 1 min

seems Parkinson's law is at play here .
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 18 Dec 2011, 05:57
Got Q3 wrong in a hurry. Wasted an awful lot of time on the first two questions...only to bungle up the 3rd...
8 mins spent on the first two questions. :( Could have got the 3rd one also correct had I paid a little more attention to time.. :(
nice passage btw.. :)
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Re: Immigrants’ adoption of English as their primary language is  [#permalink]

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New post 17 Feb 2014, 18:16
The passage quotes:
"Many families retain ties in Latin America and move back and forth between their present and former communities. "

Hence the answer choice B for question 1 seems to be incorrect.
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Re: Immigrants’ adoption of English as their primary language is &nbs [#permalink] 17 Feb 2014, 18:16

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