Foreign language in the context of Multilingualism

The International Phonetic Alphabet (IPA) is an alphabetic system of phonetic notation based primarily on the Latin script. It was devised by the International Phonetic Association in the late 19th century as a standard written representation for the sounds of speech. The IPA is used by linguists, lexicographers, foreign language students and teachers, speech–language pathologists, singers, actors, constructed language creators, and translators.

The IPA is designed to represent those qualities of speech that are part of lexical (and, to a limited extent, prosodic) sounds in spoken (oral) language: phones, intonation and the separation of syllables. To represent additional qualities of speech – such as tooth gnashing, lisping, and sounds made with a cleft palate – an extended set of symbols may be used.

German (Deutsch, pronounced [dɔʏtʃ] ) is a West Germanic language in the Indo-European language family, mainly spoken in Western and Central Europe. It is the majority and official (or co-official) language in Germany, Austria, Switzerland, and Liechtenstein. It is also an official language of Luxembourg, Belgium and the Italian autonomous province of South Tyrol, as well as a recognized national language in Namibia. There are also notable German-speaking communities in other parts of Europe, including: Poland (Upper Silesia), the Czech Republic (North Bohemia), Denmark (North Schleswig), Slovakia (Krahule), Romania, Hungary (Sopron), and France (Alsace). Overseas, sizeable communities of German-speakers are found in the Americas.

German is one of the major languages of the world, with nearly 80 million native speakers and over 130 million total speakers as of 2024. It is the most spoken native language within the European Union. German is the second-most widely spoken Germanic language, after English, both as a first and as a second language. German is also widely taught as a foreign language, especially in continental Europe (where it is the third most taught foreign language after English and French) and in the United States (where it is the third most commonly learned second language in K-12 education and among the most studied foreign languages in higher education after Spanish and French). Overall, German is the fourth most commonly learned second language globally. The language has been influential in the fields of philosophy, theology, science, and technology. It is the second most commonly used language in science and the third most widely used language on websites. The German-speaking countries are ranked fifth in terms of annual publication of new books, with one-tenth of all books (including e-books) in the world being published in German.

Linguistic purism or linguistic protectionism is a concept with two common meanings: one with respect to foreign languages and the other with respect to the internal variants of a language (dialects).The first meaning is the historical trend of the users of a language desiring to conserve intact the language's lexical structure of word families, in opposition to foreign influence which are considered 'impure'. The second meaning is the prescriptive practice of determining and recognizing one linguistic variety (dialect) as being purer or of intrinsically higher quality than other related varieties.

The perceived or actual decline identified by the purists may take the form of a change of vocabulary, syncretism of grammatical elements, or loanwords. The unwanted similarity is often with a neighboring language the speakers of which are culturally or politically dominant. The ideal may invoke logic, clarity, or the grammar of classic languages. It is often presented as a conservative measure, as a protection of a language from the encroachment of other languages or of the conservation of the national Volksgeist, but is often innovative in defining a new standard. It is sometimes part of governmental language policy that is enforced in various ways.

Language education refers to the processes and practices of teaching a second or foreign language. Its study reflects interdisciplinary approaches, usually including some applied linguistics. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

An international auxiliary language (sometimes acronymized as IAL or contracted as auxlang) is a language meant for communication between people from different nations who do not share a common first language. An auxiliary language is primarily a foreign language and often a constructed language. The concept is related to but separate from the idea of a lingua franca (or dominant language) that people must use to communicate. The study of international auxiliary languages is interlinguistics.

The term "auxiliary" implies that it is intended to be an additional language for communication between the people of the world, rather than to replace their native languages. Often, the term is used specifically to refer to planned or constructed languages proposed to ease international communication, such as Esperanto, Ido and Interlingua. It usually takes words from widely spoken languages. However, it can also refer to the concept of such a language being determined by international consensus, including even a standardized natural language (e.g., International English), and has also been connected to the project of constructing a universal language.

A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language.

A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "What is the language that this person first learned at home in childhood and still understands?", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment.

A monolingual learner's dictionary (MLD) is designed to meet the reference needs of people learning a foreign language. MLDs are based on the premise that language-learners should progress from a bilingual dictionary to a monolingual one as they become more proficient in their target language, but that general-purpose dictionaries (aimed at native speakers) are inappropriate for their needs. Dictionaries for learners include information on grammar, usage, common errors, collocation, and pragmatics, which is largely missing from standard dictionaries, because native speakers tend to know these aspects of language intuitively. And while the definitions in standard dictionaries are often written in difficult language, those in an MLD use a simple and accessible defining vocabulary.

This article details the geographical distribution of speakers of the German language, regardless of the legislative status within the countries where it is spoken. In addition to the Germanosphere (German: Deutscher Sprachraum) in Europe, German-speaking minorities are present in many other countries and on all six inhabited continents.

Mostly depending on the inclusion or exclusion of certain varieties with a disputed status as separate languages or which were later acknowledged as separate languages (e.g., Low German/Plautdietsch), it is estimated that approximately 90–95 million people speak German as a first language, 10–25 million as a second language, and 75–100 million as a foreign language. This would imply approximately 175–220 million German speakers worldwide.

Indonesia is home to over 700 living languages spoken across its extensive archipelago. This significant linguistic variety constitutes approximately 10% of the world’s total languages, positioning Indonesia as the second most linguistically diverse nation globally, following Papua New Guinea. The majority of these languages belong to the Austronesian language family, prevalent in the western and central regions of Indonesia, including languages such as Acehnese, Sundanese, and Buginese. In contrast, the eastern regions, particularly Papua and the Maluku Islands, are home to over 270 Papuan languages, which are distinct from the Austronesian family and represent a unique linguistic heritage. The language most widely spoken as a native language is Javanese, primarily by the Javanese people in the central and eastern parts of Java Island, as well as across many other islands due to migration.

Languages in Indonesia are classified into nine categories: national language, locally used indigenous languages, regional lingua francas, foreign and additional languages, heritage languages, languages in the religious domain, English as a lingua franca, and sign languages.

Simultaneous bilingualism is a form of bilingualism that takes place when a child becomes bilingual by learning two languages from birth. According to Annick De Houwer, in an article in The Handbook of Child Language, simultaneous bilingualism takes place in "children who are regularly addressed in two spoken languages from before the age of two and who continue to be regularly addressed in those languages up until the final stages" of language development. Both languages are acquired as first languages. This is in contrast to sequential bilingualism, in which the second language is learned not as a native language but a foreign language.