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Endangered Languages - Groups

The document discusses endangered languages, focusing on Silbo Gomero and its cultural significance as Intangible Cultural Heritage according to UNESCO. It encourages students to explore the status of indigenous languages in Argentina, engage in discussions about local languages, and complete tasks related to endangered languages. The final task involves creating a presentation on a chosen endangered language, highlighting its importance and influence.

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Candela Rodriguez
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22 views3 pages

Endangered Languages - Groups

The document discusses endangered languages, focusing on Silbo Gomero and its cultural significance as Intangible Cultural Heritage according to UNESCO. It encourages students to explore the status of indigenous languages in Argentina, engage in discussions about local languages, and complete tasks related to endangered languages. The final task involves creating a presentation on a chosen endangered language, highlighting its importance and influence.

Uploaded by

Candela Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Candela Rodriguez - 2022 Upper-Intermediate / B2 level

Endangered languages

After doing the activities, go back to the text on Silbo Gomero and focus on the ending

What are the two positions locals have?

Which one do you agree with? Why? Let’s discuss.

-o-
What is Intangible Cultural Heritage? Read this description from UNESCO to find out:

Which of these things can you relate to Silbo Gomero? And to what we said?
Candela Rodriguez - 2022 Upper-Intermediate / B2 level

Formal Language:

The language we use when we write is not always the same one we use when we speak.
Let’s compare the words we used with the ones UNESCO used.

Us UNESCO
Social practices

Concerning

Intangible

__________________

__________________

__________________

__________________

How many languages do you think are endangered, like Silbo Gomero? Guess.

Now, use this interactive atlas to check your guess http://www.unesco.org/languages-


atlas/index.php

-o-
Let’s see what happens in our country

What other examples of formal language can you find in this extract?

What words/phrases would you use while speaking?

1
https://www.conicet.gov.ar/the-complex-reality-of-indigenous-languages-in-argentina/
Candela Rodriguez - 2022 Upper-Intermediate / B2 level

 Did you know that all of these words came from Quechua?
 Do we have more words that come from indigenous languages? What do you
think?

-o-

! Focus on the gap in the text. How many indigenous languages do you think are
spoken in Argentina? Guess.

With the help of the UNESCO interactive atlas, check how many endangered languages
we have in our country and where they are. Have you heard of any of them? Do you or
someone you know speak any of them?

Note to teacher: Depending on the composition of the class, some Ss might speak an
indigenous language. In that case, integrate their knowledge in the following stage.

Read this article about Chaná and write down the main ideas:
https://english.elpais.com/elpais/2017/08/10/inenglish/1502379492_599012.html

Let’s discuss:

 Why is Chaná so endangered?


 How is Blas Jaime trying to keep it alive?
 Why is Chaná such an important element of culture? What does Blas Jaime say?

-o-

Final task:

Get in pairs and choose one of the languages that is endangered in our country, you will
have to create a brief presentation on it. Include:

 Where it is spoken
 How endangered it is
 Some words in that language
 Why you think it is important to save it
 Has it influenced our Spanish in any way?
 Is our country doing anything to keep it alive?

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