The study of German has seen a huge decline in the last three years in the UK as many pupils move to learn Spanish instead. Maybe this is because so many UK home owners now have second homes in Spain, however one would like to think it could be that the Spanish speaking people currently represents a major population in the modern world. Other languages currently in vogue in business apart from English are Chinese, Japanese and Russian.

This serious and no doubt to be regretted decision on the part of the Government to make language learning an optional part of the curriculum, will impact on this country’s competitiveness in business in time. Although English will no doubt last as a leader language for the foreseeable future, especially as it is still the main language of the US (although California is now officially a Spanish speaking State.) However how will we feel when we go into a business meeting and the discussion is in French or Spanish.- could be rather uncomfortable? No English spoken. It does happen, but there is generally a business linguist present. It will happen, when there isn’t a linguist present – much of Africa is French speaking and if the representative from the UK or US does not speak the language, they will be at a distinct disadvantage.

The old adage “oh they will speak English” is not quite as true as it used to be. Face facts and recognise that there are other people in this world, who don’t speak English and “get with the programme”.

©languagejobs4u.com 2006

So you want to find a a Denver Language School? Imagine being able to master a foreign language and opening your eyes to a complete new and interesting culture. There are about 195 countries in the world, each with unique costumes, sceneries, ideologies and native languages. Linguists calculate that there are about 5,000 to 6,000 forms of communication that allow humans to communicate to others their thoughts and feelings.You’re probably thinking that English is the most spoken language. Well, please think again. It’s mandarin Chinese, yes this beautifully complex speech is pronounced most often around the world than others. In Denver Languages School the noise of foreign intrinsic words jump right off the walls of students who every day chose to more involved in this global community. Spanish, Chinese, German, Italian, French, Japanese, Portuguese, Russian, English, among others are all taught in the most effective ways. Each element of a language like grammar, speaking, listening and writing are all included in personalized classes at Denver Language School. So next time you sit across from a visitor and see the expression on his face, you’ll understand. Some day, you’ll live those same feelings you can only perceive if you comprehend more aspects of the new culture. You can also experience the bliss of guiding him around in his native language. How is this possible? By mastering a new languages, of course. Imagine all the new people you can talk with if you study more.The rewards of mastering a second language could be used all around, from personal to professional growth, they are limitless. There are many careers that would benefit from this extra knowledge. For example, if you’re a marketing consultant and a company wants to sell their products in other countries. To make this possible you need to understand their culture and to do that you should master their language. You can realize all this and fulfill your thirst for knowledge of diverse cultures that make up the human race. Accompany one of the numerous students at Denver Language School that have chosen to transcend far beyond the average knowledge people have. Follow These Simple Steps to be Part of This Multicultural World and Transcend Far Beyond Average Knowledge: Denver Language School- www.LanguagesLCI.com

There are many reasons why it’s gaining popularity. These events show some evidences.

1. Edison schools get funds to add Hindi classes

The township school district has received a federal grant that will help introduce a Hindi language course in the curriculum in September 2008.

The first-year grant is $197,500 for 2007-08 to develop the curriculum. Additional grant money will be available to implement the program.

The curriculum will be modeled after courses taught in Texas schools. The Texas Hindi program, which begins in ninth grade, has been taught for the past few years.

The plan for Edison is to introduce and adapt Hindi for grades nine through 12.

Approximately 45 percent of the students in Edison are Asian. The Asian-Indian community was eager to start the less commonly taught subject.

2. Cameron University to offer Hindi class

Cameron will offer Hindi language courses for the first time in the fall, taught by a Fulbright Scholar from India.

“We are offering it because India has become an increasingly important player in a global economy, making the language useful for those in business and finance,” said Margery Kingsley, chairman of the foreign languages department. “Lawton also has a vibrant Indian community, and making the Hindi courses available will, we hope, contribute to local awareness of Indian culture, literature and films of India.”

Because many residents of India speak English well, the American business community has not been hard-pressed to learn the language. But knowing it can lead to more genial business relationships, and be helpful as a means of breaking the ice.

About 5,000 Asian Indians live in Oklahoma. Many second and third generation families only speak English but would discover more about their culture and ancestors by learning Hindi.

3. World Hindi Conference In New York – July 13 to 15, 2007

Eighth World Hindi Conference is being held in New York from July 13 to 15, 2007. It is being organized in cooperation with Bharatiya Vidya Bhavan, New York.The Conference will deliberate on issues relating to the growth and presence of Hindi in the world including teaching of Hindi in foreign countries, use of information technology and necessary measures to increase its popularity.

So far seven World Hindi Conferences have been held at Nagpur (India), Port Louis (Mauritius, twice), New Delhi (India), Port of Spain (Trinidad & Tobago), London (UK) and Paramaribo (Suriname). This time the conference is being organized in the Americas where a large number of Non Resident Indians (NRIs) or People of Indian Origin (PIOs) are settled.

The conference will be inaugurated at the United Nations headquarters on 13th July. A large number of distinguished guests and senior dignitaries from various countries are expected to attend the conference along with eminent Hindi scholars, writers and poets from across the globe.

With businesses now flocking to China, and the generations of immigrants establishing and expanding their niches in foreign lands, the influence of Chinese culture is evident in all the major cities of the world.

While the Chinese people abroad and at home have had to live with their notorious brand of English (known as Chinglish), many second or third generation Chinese immigrants have shed the image of the broken English and now speak as fluently as native speakers. The novelty of the Chinese immigrant speaking fluent English has worn out, and now it is the Westerners that must tackle the language barrier and avoid wearing the tag of speaking broken Chinese.

As outlined above, there are many reasons why one would want to learn Chinese . Something that might surprise people is that many second and third generation Chinese immigrants also want to learn Chinese, because in their haste to adopt the language and culture of their second home, they have neglected their own mother tongue.

So what are the reasons why people want to learn Chinese ? The top 10 reasons put forth here are not in any particular order, because the reasons cited differ invariably depending on the country and the culture.

For the businessmen/businesswomen – the savvy and culturally sensitive generation of business people realize 1) the importance of bridging the cultural and linguistic barriers that have been the bane of doing business with China; 2) the advantage of having capturing information and data from the source of origin, thus avoid the ‘Chinese Whisper’ effects. Small businesses and websites have also taken advantage of technology improvements to 3) bring their products and services to a wider market.

For translators/interpreters – the influx of immigrants to places such as America, Australia, England and other countries now means that 4) the demand for professional language services are on the increase. There is also an impetus to 5) bring the research of Chinese academics to the Western world, much in the same way that Russian research has been translated and published in Western journals.

For interest groups/people – with the loosening of media and technological regulations and restrictions, the Chinese language and culture has been opened up to more interest groups than ever before. People who are fascinated by the 6) culture and language, as well as those who 7) wish to travel or work in the country and wanting to reduce the impact of the cultural shock are also very keen to learn Chinese .

For second/third generation migrants – with their roots firmly established in foreign countries, they are now trying to recover their language and culture origins, lost when they were busy trying to integrate with their new environment. Also, second/third generation migrants who have retained their language skills want to give their children a head start by teaching them the language early, and wish to 9) fostering a bilingual learning environment.

Last but not least, there are always people who work in the community with disadvantaged and minority groups (such as volunteers and social workers) that use the language skill to 10) improve their communication with those that they help.

Chinese has always been seen as a notoriously difficult language to learn. However, one has rarely considered the difficulties and challenges for Chinese people to grasp English. Where there is a demand or need, there are generally people willing to embrace the challenge in order to reap the benefits and rewards of understanding a second language. Do you fit into one of these profiles?

The traditional way of studying Chinese is to enroll in a course. The psychological trigger of paying for books, resources, lessons, teacher all motivate the student to put in a certain amount of effort. However, learning this way can become slightly monotonous. The benefit of this approach is that you can gain formal assessment for your study efforts, and can take something away from the course that will help further advance your studies. On the other hand, it doesn’t necessarily suit the style and pace of everyone.

Nowadays, with the widespread use of technology as a learning tool, many possibilities have been created for those who prefer a different approach to learning languages. Of course, the traditional method of learning has evolved to keep pace with technology, with many institutions offering distance or online courses or modules to tailor to individual needs. However, there have been some interesting new ways to learn languages that are just been explored recently.

One of the most innovative ways to learn Chinese is by joining a chat room or virtual reality environment. The design of software programs have allowed the use of multi-lingual input and output, along with speech and voice recognition to offer users a much richer learning environment even in the absence of direct human face-to-face contact. Chat programs such as QQ up being rapidly taken up by the Chinese populations, and foreign users always attract curious Chinese locals that want to offer language exchange through the translation and dictionary functions of the program. Virtual reality worlds such as Second Life and HiPiHi have also opened up new communication channels for users to interact with each other, and several linguistic and language interest groups are emerging and embracing the new medium for communication and exchange of ideas/information.

Despite all the convenience of technology, any language enthusiasts will tell you the difference between learning the language and experiencing the language (i.e. travel to the country). To be immersed in the language beats any method of learning, but the costs of travel and accommodation tends to entice only those who find it a financially viable means of learning, or those die hard culture/language enthusiasts.

Instead of traveling to the country, it might also be worthwhile considering making friends with Chinese people who have made the trip to your country. Perhaps enquire about how you can host foreign exchange students, or join language exchange programs with local English language schools or organizations. That way, you can bring the people to you, rather than having to go to the people to learn the language.

Anyway, which ever way you decide to learn Chinese, the important thing for beginners is to work out your motivation for learning the language (it is one of the most difficult and greatest learning curve). When you have figured that out, you will want to adjust your learning style to the method of learning. If all goes well, then your motivation for learning Chinese, combined with an efficient and enjoyable method of learning, will go a long way to ensure that the experience will be a rewarding, even if slightly challenging one.

We seem to be “built” to speak and understand language.  The specialized areas of the brain, such as Broca’s and Wernicke’s areas, suggest that genetics provides us with, at very least, the neurological foundations for language.

Linguistics is, of course, a whole separate subject matter, but it does overlap with psychology quite a bit, especially in regards to language development in infants and children.  The ability young children have of learning a language — or even two or three languages simultaneously — is one of the indications that there is something special about our brains at that age.

It all begins in infancy.  From birth until around 6 months, babies make a great deal of noise.  They squeal, squeak, growl, yell, and give us raspberries.  And they coo.  Cooing is basically the production of what will later become vowels (a, e, i, o, and u).

From 6 months to about 10 months, they produce somewhat more complicated sounds called babbling.  First, they practice their vowels more precisely, starting with the round, back vowels (oo, oh, ah…) and working their way to the unrounded front vowels (ee, eh, ay…).  The first consonants are h, m, and b, which can be combined with the vowels to make syllables.  Soon, they add p, t, d, n, w, f, v, and y.  A little while later, they add k, g, and ng.

Then they start adding s and z.  It takes a little longer for babies to get sh, ch, j, and the infamous th sounds.  The very last sounds are l and r.  This is why you hear them pronouncing works as oddly as they sometimes do.  Fis does fine for fish, soozies for shoes, Wobbut for Robert, Cawa for Carla, and so on.  But keep in mind that they can perceive far more than they can pronounce — something appropriately called the fis phenomenon.  They will not be able to say certain words, but they won’t put up with you mispronouncing them!  One of my daughters, for example, used the syllable yã (with a nasal a) to mean shoe, sock and even chair — but understood the difference quite well.

Mothers (and fathers) play a huge part in forming the child’s language.  Even if we are “preprogrammed” in some way to speak language, we need to learn a specific language from the people around us.  Mothers typically adjust their speech to fit the child’s level.  This is called motherese.  It is found in practically every culture on the planet, and it has certain common characteristics:  The “sentences” are very short, there is a lot of repetition and redundancy,  there is a sing-song quality to it, and it contains many special “baby words.”  It also is embedded in the context of the immediate surroundings, with constant reference to things nearby and activities that are going on here-and-now.

Moms also ask questions like “where is it?” and “what’s it doing?”  Any response at all is rewarded with happiness!  Of course, the conversation becomes more meaningful when the child can actually form his or her own words.  By 10 months, most kids understand between 5 and 10 words.  The fastest 1/4 of them have up to 40 words!

From 12 to 18 months (or thereabouts) is called the one word (or holophrastic) stage.  Each word constitutes a sentence all by itself.  By 12 months, most kids can produce 3 or 4 words, and understand 30 to 40.  Again, there are some kids who understand and even use as many as 80!  By 14 months, the number of words understood jumps to 50 to 100, and even the slowest 1/4 know 20 to 50.  By 18 months, most kids can produce 25 to 50 words on their own, and understand hundreds.

Two characteristics of this stage are overextension and underextension.  For example, the word hat can mean just about anything that can be put on your head, a “goggie” applies to just about any animal, and “dada” (much to the embarrassment of moms everywhere) pretty much means any man whatsoever.  On the other hand, sometimes kids engage in underextension, meaning that they use a general word to mean one very specific thing.  For example, “baba” may mean MY bottle and my bottle only, and “soozies” may mean MY shoes and no one else’s.

There are certain common words that show up in most children’s early vocabularies.  In English, they include mama, daddy, baby, doggy, kitty, duck, milk, cookie, juice, doll, car, ear, eye, nose, hi, bye-bye, no, go, down, and up.  There are also unique words, sometimes actually invented by the child, called idiolects.  Identical twins sometimes invent dozens of words between themselves that no one else understands.

Between 18 to 24 months (approximately), we see the beginnings of two word sentences, and telegraphic speech.  Here are some common examples, showing a variety of grammatical functions taken over by simple conjunction of the two words:

see doggy, hi milk that ball, big ball daddy shoe (i.e. daddy’s shoe), baby shoe (i.e. my shoe) more cookie, more sing two shoe, allgone juice (numbers and quantities) mommy sit, Eve read (subject-verb “sentences”) gimme ball, want more (making a request) no bed, no wet (negation) mommy sock (subject-object “sentences,” i.e. mommy get my sock) put book (verb-object “sentences,” i.e. you put the book here)

After 24 months, children begin to use grammatical constructions of various sorts.  Here are some in their usual order of development:

I walking (-ing participles used as verbs) in basket, on floor (prepositions) two balls (the plural) it broke (verbs in an irregular past tense) John’s ball (possessive  ‘s) There it is (the verb to be) A book, the ball (articles) John walked (verbs in the regular past tense) He walks (third person singular of verbs) She has (irregular third person singular) It is going (the progressive formation of verbs) It’s there (contractions) I’m walking (complex verbs)

Notice that simple irregular verb tenses learned before regular tenses!

These things are by no means restricted to English, or to any particular language:  They are universal.  For example, all children begin with telegraphic sentences:

Man clean car (The man is cleaning his car) Obachan atchi itta (Obachan ga atchi e itta, “my aunt went that way,” in Japanese)

Articles (in languages that use articles) are learned as a general idea first, and only refined later:

uh = a, the (see uh car?) uh = un, une, le, la in French duh = die, der, das, etc. in German

Grammatical gender is not an easy thing to learn, ether. French masculine and feminine words and German masculine, feminine, and neuter words are just a matter of memorization.  The same difficulty applies to different classes of verbs.

Aspect (such as differentiating between things that are done once and for all, and things that are done repeatedly — the perfect and the imperfect) is learned before tense (past-present-future).  Tense is actually quite difficult, even though as adults we take it for granted.

There do seem be languages that are easier for children to learn, and others that are more difficult:  Some languages (Turkish, Hungarian, and Finnish, for example) use many suffixes to indicate a variety of grammatical and semantic qualities.  These suffixes are very common, complete syllables, and fully regular– and are learned easily and early.

On the other hand, some languages (e.g. Chinese, Indonesian, and to some extent English) prefer to use small words called particles (e.g. the, of, in, and, and so on).  These tend to be learned late, because they have no meaning of their own and are often unstressed and unclearly pronounced.  Notice, for example, that “is” and “not” are often reduced to ’s and n’t!

A third group — which contains most European and Semitic languages — have a mixed system, including lots of very irregular, unstressed endings and particles.  If you recall the effort you put into remembering the German article or Spanish conjugations or Latin declensions of the nouns, you realize why children have a hard time learning these things as well.

Language learning doesn’t end with two year olds, of course.  Three year olds are notorious for something called over-regularization.  Most languages have irregularities, but 3 year olds love rules and will override some of the irregulars they learned when they were 2, e.g. “I go-ed” instead of I went and “foots” instead of feet.  Three year olds can speak in four word sentences and may have 1000 words at their command.

Four year olds are great askers of questions, and start using a lot of wh- words such as where, what, who, why, when (learned in that order).  They can handle five word sentences, and may have 1500 word vocabularies.

Five year olds make six word sentences (with clauses, no less), and use as many as 2000 words.  The first grader uses up to

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