Language education in the context of "St. Thomas School, Leipzig"

Education is the transmission of knowledge and skills and the development of character traits. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system, while informal education involves unstructured learning through daily experiences. Formal and non-formal education are categorized into levels, including early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on teaching methods, such as teacher-centered and student-centered education, and on subjects, such as science education, language education, and physical education. Additionally, the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.

The precise definition of education is disputed, and there are disagreements about the aims of education and the extent to which education differs from indoctrination by fostering critical thinking. These disagreements impact how to identify, measure, and enhance various forms of education. Essentially, education socializes children into society by instilling cultural values and norms, equipping them with the skills necessary to become productive members of society. In doing so, it stimulates economic growth and raises awareness of local and global problems. Organized institutions play a significant role in education. For instance, governments establish education policies to determine the timing of school classes, the curriculum, and attendance requirements. International organizations, such as UNESCO, have been influential in promoting primary education for all children.

The romanization of Arabic is the systematic rendering of written and spoken Arabic in the Latin script. Romanized Arabic is used for various purposes, among them transcription of names and titles, cataloging Arabic language works, language education when used instead of or alongside the Arabic script, and representation of the language in scientific publications by linguists. These formal systems, which often make use of diacritics and non-standard Latin characters, are used in academic settings for the benefit of non-speakers, contrasting with informal means of written communication used by speakers such as the Latin-based Arabic chat alphabet.

Different systems and strategies have been developed to address the inherent problems of rendering various Arabic varieties in the Latin script. Examples of such problems are the symbols for Arabic phonemes that do not exist in English or other European languages; the means of representing the Arabic definite article, which is always spelled the same way in written Arabic but has numerous pronunciations in the spoken language depending on context; and the representation of short vowels (usually i u or e o, accounting for variations such as Muslim and Moslem or Mohammed, Muhammad and Mohamed).

A modern language (also known as a living language) is any human language that is currently in use as a native language.

The term is used in language education to distinguish between languages which are used for day-to-day communication (such as French and German) and dead classical languages such as Latin and Classical Chinese, which are studied for their cultural and linguistic value. For example, the Modern Language Association tracks student enrollments in Ancient Greek versus Modern Greek, or Biblical Hebrew versus Modern Hebrew, separately.

Language policy is both an interdisciplinary academic field and implementation of ideas about language use.Some scholars such as Joshua Fishman and Ofelia García consider it as part of sociolinguistics. On the other hand, other scholars such as Bernard Spolsky, Robert B. Kaplan and Joseph Lo Bianco argue that language policy is a branch of applied linguistics.

As a field, language policy is also known as language planning or language policy and planning, and is related to other fields such as language ideology, language revitalization, and language education, among others.

Received Pronunciation (RP) is the accent of British English regarded as the standard one, carrying the highest social prestige, since as late as the beginning of the 20th century. It is also commonly referred to as the Queen's English or King's English. The study of RP is concerned only with matters of pronunciation, while other features of standard British English, such as vocabulary, grammar, and style, are not considered.

Language scholars have long disagreed on RP's exact definition, how geographically neutral it is, how many speakers there are, the nature and classification of its sub-varieties, how appropriate a choice it is as a standard, how the accent has changed over time, and even its name. Furthermore, RP has changed to such a degree over the last century that many of its early 20th-century traditions of transcription and analysis have become outdated or are no longer considered evidence-based by linguists. Standard Southern British English (SSBE) is a label some linguists use for the variety that gradually evolved from RP in the late 20th century and replaced it as the commonplace standard variety of Southern England, while others now simply use SSBE and RP as synonyms. Still, the older traditions of RP analysis continue to be commonly taught and used, for instance in language education and comparative linguistics, and RP remains a popular umbrella term in British society.