The degree to which languages other than the dominant language are used for purposes of social interaction within the society. Note that the terms given above all refer to situations describing only two languages. In cases of an unspecified number of languages, the terms polyglossia, omnilingualism, and multipart-lingualism are more appropriate. The constant juggling of two or more languages creates a more interconnected neural network that compensates functionally for anatomical deterioration. Imagine taking a certain bridge home every day after work for many years until one day that bridge collapses, and that route is no longer available to you. Parliament’s lawyer-linguists ensure, throughout the legislative procedure, the highest possible quality of legislative texts in all EU languages.

AEOLIAN (Artificial Intelligence for Cultural Organizations)

Digital Humanities attempts to define what it is to be human, whether it be through art or government, technology and everything in between; digital humanists and humanists alike are interested in humans and their interactions with others and their environment. Undergraduate and graduate students from across the disciplines are invited to fill out a brief survey to let us know what sort of skills you’re interested in acquiring. We can also connect you to students with similar or complementary skills and interests to help you advance your digital project idea. As a generative humanities focused on the creation and curation of digital collections and tools. The HathiTrust Research Center (HTRC), cohosted by the iSchool at Illinois and the Luddy School of Informatics at Indiana University, has received a $325,000 Digital Humanities Advancement Grant from the National Endowment for the Humanities. One of 15 awarded nationwide, this grant will support the development of a new set of visualizations, analytical tools, and infrastructure to enable users to interact more directly with the rich data extracted from the HathiTrust Digital Library’s collection of more than 17.5 million digitized volumes.

What Is Therefore Exciting About Digital Humanities?

If they want to express solidarity and sympathy, they tend to seek common features in their behavior. If speakers wish to express distance towards or even dislike of the person they are speaking to, the reverse is true, and differences are sought. This mechanism also extends to language, as described by the communication accommodation theory. In some large nations with multiple languages, such as India, schoolchildren may routinely learn multiple languages based on where they reside in the country. Our school is unique in Quebec in it is amongst the very few private schools that empower our children with the knowledge of multiple languages and the benefits that come with this skill. Career prospects are multiplied many times over for people who speak a greater number of languages as the world has become smaller and more interconnected. People and companies that are involved in international business look to hire people that speak a greater number of languages and will be able to relate to foreign clients and contacts.

• There exist many other benefits that come with learning and using more than one language.
• Thus, encouraging and promoting multilingualism through education, legislation, and cultural events could contribute to the development of a more unified and peaceful community.
• In English Literature and Digital Humanities, digitization projects facilitate research, teaching, and public access to invaluable literary resources.
• Increased exposure to both languages seems to be related to an improved ability to discriminate between the two.
• The original language a person grows up speaking is known as their first language or mother tongue.

The Internet of Musical Events Digital Scholarship Community and the Archiving of Performance (InterMuse)

In linguistics, first language acquisition is closely related to the concept of a “native speaker”. According to a view widely held by linguists, a native speaker of a given language has in some respects a level of skill that a second (or subsequent) language learner cannot easily accomplish. Consequently, descriptive empirical studies of languages are usually carried out using only native speakers. In recent years, linguistic research has focused attention on the use of widely known world languages, such as English, as a lingua franca or a shared common language of professional and commercial communities. In lingua franca situations, most speakers of the common language are functionally multilingual. There are many developmental benefits to learning multiple languages at an early age, such digital humanities as improved executive functioning skills—the ability to think flexibly, demonstrate self-control, focus attention, and tune out distractions (Bialystok & Martin, 2004; Zelazo, Carlson, & Kesek, 2008). Other research has found that bilingual children have better working memory than children who speak only one language.

Bilinguals seldom have balanced proficiency because they have developed communicative competencies in two languages according to the specific contexts in which they learn to use them. The language competence of bilinguals should not be regarded as simply the sum of two monolingual competencies, but rather should be judged in conjunction with the users’ total linguistic repertoire. School populations tend to have greater linguistic diversity now than in the past years and at the same time in some contexts one of the aims of education is the development of multilingualism. These trends are related to the mobility of the population, the recognition of some minority languages and the spread of English as the main language of international communication. However there are still many challenges that multilingualism in school contexts faces. Multilingualism in international languages is highly prestigious but multilingual schoolchildren who speak other languages are seen as a problem. In some contexts the idea is to forget about those other languages and to adopt a monolingual perspective that does not recognize schoolchildren as multilingual.