What are the Top 5 World Languages in 2050? Sinhala and Tamil Demise!!!!!!!!!!!!!

ibnanv

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  • Jun 27, 2009
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    What are the Top 5 World Languages in 2050?

    What are the languages that will be most widely spoken by the middle of this century?
    According to so called engco model of language forecasting the top 5 languages in 2050 are going to be

    • Chinese
    • Spanish
    • English
    • Hindi-Urdu
    • Arabic
    I guess, there is no big surprise in this list in the end but those are undoubtedly the realities that children have to face when growing up and search their workplace in this globalized world, even more so than us today. It is expected that Chinese, Spanish and English will be the dominant languages in global commerce.

    As a side note, there are also statistics that predict, the United States will become the biggest Spanish speaking country by 2050. This would also lead to Spanish being the second-most-spoken language after Chinese.
    So what are the challenges? Of course, we need to prepare future generations who will be part of the workforce in 2050 for what we think the global landscape will look like by then. Unfortunately, most plannings in the education sector don’t go that far ahead. I feel, in many cases the state of affairs in the public school sector is even behind today’s realities, already.

    What we will might see then are phenomenons similar to the run on German language classes we are currently seeing in southern European countries like Spain, Portugal, Greece or Italy. There are people waiting in line in front of the Goethe Institut in Valencia because they think learning German will give them the opportunity to find a job in Germany.

    Therefore, I was astonished to learn that in the state of Georgia many schools now made learning Mandarin mandatory in public schools from pre-K through 12th grade. According to NPR “most of the 25,000 students are poor enough to qualify for free and reduced lunch, and about half don’t graduate.”

    Superintendent Romain Dallemand argues that “Students who are in elementary school today, by 2050 they’ll be at the pinnacle of their career. They will live in a world where China and India will have 50 percent of the world GDP. They will live in a world where, if they cannot function successfully in the Asian culture, they will pay a heavy price.”

    Of course, Dallemand gets some headwind from parents who would rather see their kids learn Spanish for the reasons I mentioned above. But Dallemand says that “it is important for communities to educate our children for their future, not our past.”

    What do you think? Do you have children who have just started school? What languages do you want them to learn to be prepared for the future?


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    ibnanv

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    Endangered Languages

    As "globalization" increases, so does the loss of human languages. People find it easier to conduct business and communicate with those outside their own culture if they speak more widely used languages like Chinese, Hindi, English, Arabic, Spanish or Russian. Children are not being educated in languages spoken by a limited number of people. As fewer people use local languages, they gradually die out.


    global_ling_md.jpg
    Globalization and other factors speed language loss. Globalization is endangering languages, as people prefer to conduct business and communicate in widely used tongues like English, Chinese and Hindi. Public education, the Internet and print and television media also speed the rate of language loss.

    Credit: Nicolle Rager Fuller, National Science Foundation

    Why It Matters
    At least 3,000 of the world’s 6,000-7,000 languages (about 50 percent) are about to be lost. Why should we care? Here are several reasons.

    • The enormous variety of these languages represents a vast, largely unmapped terrain on which linguists, cognitive scientists and philosophers can chart the full capabilities—and limits—of the human mind.
    • Each endangered language embodies unique local knowledge of the cultures and natural systems in the region in which it is spoken.
    • These languages are among our few sources of evidence for understanding human history.
    Other Implications
    Those who primarily speak one of the world’s major languages may find it hard to understand what losing one’s language can mean--and may even feel that the world would be better off if everyone spoke the same language. In fact, the requirement to speak one language is often associated with violence. Repressive governments forbid certain languages and cultural customs as a form of control. And conquered people resist assimilation by speaking their own languages and practicing their own customs.


    On the positive side, one language can enrich another—for example, by providing words and concepts not available in the other language. Most languages (including English) have borrowed words of all kinds. Learning another language often brings an appreciation of other cultures and people.

    The study of endangered languages also has implications for cognitive science because languages help illuminate how the brain functions and how we learn. “We want to know what the diversity of languages tells us about the ways the brain stores and communicates experience,” says Peg Barratt, NSF division director for behavioral and cognitive sciences. “Our focus is not just on recording examples of languages that are soon to disappear, but on understanding the grammars, vocabularies and structures of these languages.”

    Preserving While Documenting


    Documentation is the key to preserving endangered languages. Linguists are trying to document as many as they can by describing grammars and structural features, by recording spoken language and by using computers to store this information for study by scholars. Many endangered languages are only spoken; no written texts exist. So it is important to act quickly in order to capture them before they go extinct.
    To help preserve endangered languages, E-MELD (Electronic Metastructure for Endangered Language Data) aims to boost documentation by:

    • duplicating and digitizing high-quality recordings in an archival form;
    • emphasizing self-documenting and software-independent data;
    • giving linguists a toolkit to analyze and compare languages;
    • developing a General Ontology for Linguistic Description (GOLD) to allow interoperability of archives, and comparability of data and analysis.
    In another kind of archiving, Joel Sherzer, Anthony Woodbury and Mark McFarland (University of Texas at Austin) are ensuring that Latin America's endangered languages are documented through The Archive of the Indigenous Languages of Latin America (AILLA). This Web-accessible database of audio and textual data features naturally–occurring discourse such as narratives, ceremonies, speeches, songs, poems and conversation. Using their Web browsers, scholars, students and indigenous people can access the database, search and browse the contents and download files using free software.

    Documentation is the right thing to do for both cultural and scientific reasons. According to NSF program director Joan Maling, we must explore as many different languages as we can to fully understand this uniquely human capacity—"Language" with a capital L. “Just as biologists can learn only from looking at many different organisms, so linguists and language scientists can learn only from studying many different human languages,” she says. “Preserving linguistic diversity through documentation is critical to the scientific study of language.”
     
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