Dialect refers to two distinctly different types of linguistic relationships.
Esperanto is the world's most widely spoken constructed international auxiliary language. Created by the Warsaw-based ophthalmologist L. L. Zamenhof in 1887, it is intended to be a universal second language for international communication, or "the international language". Zamenhof first described the language in Dr. Esperanto's International Language, which he published under the pseudonym Doktoro Esperanto. Early adopters of the language liked the name Esperanto and soon used it to describe his language. The word esperanto translates into English as "one who hopes".
French is a Romance language of the Indo-European family. It descended from the Vulgar Latin of the Roman Empire, as did all Romance languages. French evolved from Gallo-Romance, the Latin spoken in Gaul, and more specifically in Northern Gaul. Its closest relatives are the other langues d'oïl—languages historically spoken in northern France and in southern Belgium, which French (Francien) largely supplanted. French was also influenced by native Celtic languages of Northern Roman Gaul like Gallia Belgica and by the (Germanic) Frankish language of the post-Roman Frankish invaders. Today, owing to the French colonial empire, there are numerous French-based creole languages, most notably Haitian Creole. A French-speaking person or nation may be referred to as Francophone in both English and French.
German is a West Germanic language mainly spoken in Western and Central Europe. It is the most widely spoken and official or co-official language in Germany, Austria, Switzerland, Liechtenstein, and the Italian province of South Tyrol. It is also an official language of Luxembourg and Belgium, as well as a recognized national language in Namibia. Outside Germany, it is also spoken by German communities in France (Alsace), Czech Republic, Poland, Slovakia, and Hungary (Sopron).
In linguistics, the grammar of a natural language is its set of structural rules on speakers' or writers' usage and creation of clauses, phrases, and words. The term can also refer to the study of such rules, a subject that includes phonology, morphology, and syntax, together with phonetics, semantics, and pragmatics. There are, broadly speaking, two different ways to study grammar: traditional grammar and theoretical grammar.
International English is the concept of using the English language as a global means of communication similar to an international auxiliary language, and often refers to the movement towards an international standard for the language. Related and sometimes synonymous terms include: Global English, World English, Common English, Continental English, General English, and Engas. Sometimes, these terms refer to the actuality of the situation, where English is spoken and used in numerous dialects around the world. These terms may acknowledge the diversity and varieties of English spoken throughout the world.
Neo-Latin is the style of written Latin used in original literary, scholarly, and scientific works, first in Italy during the Italian Renaissance of the fourteenth and fifteenth centuries, and then across northern Europe after about 1500, as a key feature of the humanist movement. Through comparison with Latin of the Classical period, scholars from Petrarch onwards promoted a standard of Latin closer to that of the ancient Romans, especially in grammar, style, and spelling. The term Neo-Latin was however coined much later, probably in Germany in the late 1700s, as Neulatein, spreading to French and other languages in the nineteenth century.
A lingua franca, also known as a bridge language, common language, trade language, auxiliary language, vehicular language, or link language, is a language systematically used to make communication possible between groups of people who do not share a native language or dialect, particularly when it is a third language that is distinct from both of the speakers' native languages.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
Linguistic imperialism or language imperialism is occasionally defined as "the transfer of a dominant language to other people". This language "transfer" comes about because of imperialism. The transfer is considered to be a sign of power; traditionally military power but also, in the modern world, economic power. Aspects of the dominant culture are usually transferred along with the language. In spatial terms, indigenous languages are employed in the function of official (state) languages in Eurasia, while only non-indigenous imperial (European) languages in the "Rest of the World". In the modern world, linguistic imperialism may also be considered in the context of international development, affecting the standard by which organizations like the International Monetary Fund and the World Bank evaluate the trustworthiness and value of structural adjustment loans by virtue of views that are commonly foregrounded in English-language discourse and not neutral.
English as a second or foreign language is the use of English by speakers with different native languages, often with students whose native language is not English and are learning to speak and write English, commonly among students Language education for people learning English may be known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a New Language (ENL), which refers to the practice of studying English in a country where it is not the dominant language. These programs, especially ESL, are usually an academic subject, course, or program designed to teach English to students who are not yet proficient in the language. While some people only refer to learning in an English-speaking country, learning this language can also entail learning in a non-English speaking or non-native nation.
The European Union (EU) has 24 official languages, of which three – English, French and German – have the higher status of "procedural" languages of the European Commission. Irish previously had the lower status of "treaty language" before being upgraded to an official and working language in 2007. However, a temporary derogation was enforced until 1 January 2022. The three procedural languages are those used in the day-to-day workings of the institutions of the EU. The designation of Irish as a "treaty language" meant that only the treaties of the European Union were translated into Irish, whereas Legal Acts of the European Union adopted under the treaties did not have to be. Luxembourgish and Turkish, which have official status in Luxembourg and Cyprus, respectively, are the only two official languages of EU member states that are not official languages of the EU. In 2023, the Spanish government requested that its co-official languages Catalan, Basque, and Galician be added to the official languages of the EU.
Literary language is the form (register) of a language used when writing in a formal, academic, or particularly polite tone; when speaking in such a tone, it is also known as formal language. It can be either a nonstandard dialect or a standardized variety of the language. It can sometimes differ noticeably from the various spoken lects, but the difference between literary and non-literary forms is greater in some languages than in others. If there is a strong divergence between a written form and the spoken vernacular, the language is said to exhibit diglossia.
A foreign language is a language that is not an official language of, nor typically spoken in, a specific country. Native speakers from that country usually need to acquire it through conscious learning, such as through language lessons at school, self-teaching, or attending language courses. A foreign language might be learned as a second language; however, there is a distinction between the two terms. A second language refers to a language that plays a significant role in the region where the speaker lives, whether for communication, education, business, or governance. Consequently, a second language is not necessarily a foreign language.
A pluricentric language or polycentric language is a language with several codified standard forms, often corresponding to different countries. Many examples of such languages can be found worldwide among the most-spoken languages, including but not limited to Chinese in mainland China, Taiwan and Singapore; English in the United States, United Kingdom, Canada, Australia, New Zealand, Ireland, South Africa, India, and elsewhere; and French in France, Canada, and elsewhere. The converse case is a monocentric language, which has only one formally standardized version. Examples include Japanese and Russian. In some cases, the different standards of a pluricentric language may be elaborated to appear as separate languages, e.g. Malaysian and Indonesian, Hindi and Urdu, while Serbo-Croatian is in an earlier stage of that process.
Modern Standard Arabic (MSA) or Modern Written Arabic (MWA) is the variety of standardized, literary Arabic that developed in the Arab world in the late 19th and early 20th centuries, and in some usages also the variety of spoken Arabic that approximates this written standard. MSA is the language used in literature, academia, print and mass media, law and legislation, though it is generally not spoken as a first language, similar to Contemporary Latin. It is a pluricentric standard language taught throughout the Arab world in formal education, differing significantly from many vernacular varieties of Arabic that are commonly spoken as mother tongues in the area; these are only partially mutually intelligible with both MSA and with each other depending on their proximity in the Arabic dialect continuum.
Linguistic discrimination is unfair treatment of people which is based on their use of language and the characteristics of their speech, including their first language, their accent, the perceived size of their vocabulary, their modality, and their syntax. For example, an Occitan speaker in France will probably be treated differently from a French speaker. Based on a difference in use of language, a person may automatically form judgments about another person's wealth, education, social status, character or other traits, which may lead to discrimination. This article will explore the prejudice behind linguistic discrimination, its origin and history, its impact, and a look into linguistics across varying countries.
Practices in language education vary significantly by region. Firstly, the languages being learned differ; in the United States, Spanish is the most popular language to be learned, whereas the most popular languages to be learned in Australia are German, French, Italian and Mandarin Chinese. Also, teaching methods tend to differ by region. Language immersion is popular in some European countries, and not used very much in the United States.
