Esperanto is the world's most widely spoken constructed international auxiliary language. Created by 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".
German is a West Germanic language in the Indo-European language family, mainly spoken in Western and Central Europe. It is the most spoken native language within the European Union. It is the most widely spoken and official language in Germany, Austria, Switzerland, Liechtenstein, and the Italian autonomous province of South Tyrol. It is also an official language of Luxembourg, Belgium and the Italian autonomous region of Friuli-Venezia Giulia, as well as a recognized national language in Namibia. There are also notable German-speaking communities in France (Alsace), the Czech Republic, Poland, Slovakia, Denmark, Romania and Hungary (Sopron). Overseas, sizeable communities of German-speakers are found in Brazil, South Africa (Kroondal), Namibia, among others, some communities have decidedly Austrian German or Swiss German characters.
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, Continental English, General English and Common English. These terms may describe the fact that English is spoken and used in numerous dialects around the world or refer to a desired standardisation.
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 eighteenth century, as Neulatein, spreading to French and other languages in the nineteenth century. Medieval Latin had diverged quite substantially from the classical standard and saw notable regional variation and influence from vernacular languages. Neo-Latin attempts to return to the ideal of Golden Latinity in line with the Humanist slogan ad fontes.
A lingua franca, also known as a bridge language, common language, trade language, auxiliary language, link language or language of wider communication (LWC), 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, a few of Europe's hundreds of 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 refers to the use of English by individuals whose native language is different, commonly among students learning to speak and write English. Variably 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), these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency, encompassing both learning in English-speaking nations and abroad.
The European Union (EU) has 24 official languages, of which three – English, French and German – were considered "procedural" languages but this notion was abandoned by the European Commission. Today, English and French are used in the day-to-day workings of the institutions of the EU. Institutions have the right to define the linguistic regime of their working, but the Commission and a number of other institutions have not done so, as indicated by several judicial rulings.
Literary language is the form (register) of a language used when writing in a formal, academic, or particularly polite tone; when speaking or writing in such a tone, it can also be known as formal language. It may be the standardized variety of a 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 the People's Republic of 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.
During the British colonial era, English was the sole official language until 1978. Today, the Basic Law of Hong Kong states that English and Chinese are the two official languages of Hong Kong. All roads and government signs are bilingual, and both languages are used in academia, business and the courts, as well as in most government materials today.
A language barrier is a figurative phrase used primarily to refer to linguistic barriers to communication, i.e. the difficulties in communication experienced by people or groups originally speaking different languages.
The official language of Greece is Greek, spoken by 99% of the population. In addition, a number of non-official, minority languages and some Greek dialects are spoken as well. The most common foreign languages learned by Greeks are English, German, French and Italian.
Linguistic discrimination is unfair treatment of people based upon their use of language and the characteristics of their speech, such as 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 has led to public debate surrounding localisation theories, likewise with overall diversity prevalence in numerous nations across the West.
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.
