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By Scott L. Montgomery

In early 2012, the worldwide clinical group erupted with information that the elusive Higgs boson had most likely been came across, offering powerful validation for a standard version of the way the universe works. Scientists from multiple hundred nations contributed to this discovery—proving, past any doubt, new period in technology had arrived, an period of multinationalism and cooperative achieve. Globalization, the web, and electronic know-how all play a task in making this new period attainable, yet anything extra primary can also be at paintings. In all medical endeavors lies the traditional force for sharing rules and information, and now this is often entire in one tongue— English. yet is that this an exceptional thing?

In Does technological know-how desire a international Language?, Scott L. Montgomery seeks to respond to this query by means of investigating the phenomenon of world English in technological know-how, how and why it happened, the varieties during which it sounds as if, what merits and drawbacks it brings, and what its destiny could be. He additionally examines the results of an international tongue, contemplating specifically rising and constructing international locations, the place learn remains to be at a comparatively early degree and English isn't but firmly established.

Throughout the publication, he contains vital insights from a huge variety of views in linguistics, heritage, schooling, geopolitics, and extra. each one bankruptcy contains outstanding and revealing anecdotes from the front-line studies of today’s scientists, a few of whom have struggled with the truth of worldwide clinical English. He explores issues comparable to pupil mobility, e-book developments, global Englishes, language endangerment, and moment language studying, between many others. What he uncovers will problem readers to reconsider their assumptions in regards to the path of latest technology, in addition to its future. 

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Among five world languages — German, French, Spanish, English, and Russian—German and French remained dominant in classrooms around the world until as late as the 1920s, ’30s, and early ’40s. After World War II, these tongues were rapidly and progressively replaced, so that by 2005, English was the primary foreign language taught in approximately 70% of primary schools and 80% of secondary schools in 157 countries and territories. Regions where this proportion was 85% or higher in secondary school included the Middle East /North Africa, Asia, Latin America, and western Europe.

It turns out, therefore, that in some of the most linguistically diverse areas of the world, where native tongues are especially abundant, only crude or rudimentary surveys have been made. 4 The Ethnologue staff has worked heroically to compile its database, striving to be as complete as possible but relying heavily on census data from many countries. It turns out (we can pretend to be surprised) that not every nation keeps a scrupulous log of which languages its citizens speak. The United Nations has long recommended that countries conduct a complete census once a decade.

During the Scientific Revolution of the seventeenth century, ideas were advanced for a perfect, constructed language based on mathematical principles. John Wilkins, René Descartes, and Marin Mersenne all proposed such utopic tongues, not only to advance the study of nature, but even more to cure the ills and evils arising from misunderstandings among people and nations. A “universal character,” as Wilkins called it, would be entirely neutral in that it would not favor any group, and it would link the progress of science to the spread of peace and a shared, sympathetic mind.

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