query: who are the native speakers of english language

pos: English language have learned it as a second language than there are native speakers. English is the most commonly spoken language in the United Kingdom, the United States, Canada, Australia, Ireland and New Zealand, and it is widely spoken in some areas of the Caribbean, Africa and South Asia. It is a co-official language of the United Nations, the European Union and many other world and regional international organisations. It is the most widely spoken Germanic language, accounting for at least 70% of speakers of this Indo-European branch. English has a vast vocabulary, though counting how many words any language has is

pos: French Canadians the United States. In Quebec, about six million French Canadians are native French speakers. 599,225 (7.7% of population) are English-speaking, Anglophones or English-speaking Quebecers, and others are Allophones (literally "other-speakers", meaning, in practice, immigrants who speak neither French nor English at home). In the United States, assimilation to the English language was more significant and very few Americans of French-Canadian ancestry or heritage speak French today. Six million of Canada's native French speakers, of all origins, are found in the province of Quebec, where they constitute the majority language group, and another one million are distributed throughout the rest of

pos: English-speaking world a large impact on many other languages, leading to language shift and even language death, and to claims of linguistic imperialism. English itself has become more open to language shift as multiple regional varieties feed back into the language as a whole. English-speaking world Approximately 330 to 360 million people speak English as their first language. With 258 million native speakers, the United States comprises the majority of the global total. As pictured in the pie graph below, most native speakers of English are Americans. Additionally, there are 60 million native English speakers in the United Kingdom, 19 million in

pos: Language transfer of code-switching, code-mixing, or borrowing (using loan words). With sustained or intense contact between native and non-native speakers, the results of language transfer in the non-native speakers can extend to and affect the speech production of the native-speaking community. For example, in North America, speakers of English whose first language is Spanish or French may have a certain influence on native English speakers' use of language when the native speakers are in the minority. Locations where this phenomenon occurs frequently include Québec, Canada, and predominantly Spanish-speaking regions in the US. For details on the latter, see the and the list

pos: English-speaking world institutions and majority of population as native (United Kingdom and Ireland) and as a second language in other member states. English is the third largest language by number of native speakers, after Mandarin and Spanish. Estimates that include second language speakers vary greatly, from 470 million to more than 1 billion. David Crystal calculates that, as of 2003, non-native speakers outnumbered native speakers by a ratio of 3 to 1. When combining native and non-native speakers, English is the most widely spoken language worldwide. Besides the major varieties of English, such as British English, American English, Canadian English, Australian English,

pos: English-language learner the United States, prefer for a student learning any second language the term emergent bilingual. Various terms are used to refer to students who are not proficient in English, such as English Language Learner (ELLs), English learner, English as a Second Language (ESL), limited English proficient (LEP), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. "English Language Learner" was first used by Mark LaCelle-Peterson and Charlene Rivera in 1994 (LaCelle Peterson and Rivera, 1984). Even though English language learner is a better term than others, it causes controversy. Native English speakers are also English language learners.

pos: Pluricentric language is a pluricentric language, with differences in pronunciation, vocabulary, spelling, etc., between each of the consituent countries of the United Kingdom, North America, Ireland, English-speaking African countries, Singapore, India, and Oceania. Educated native English speakers using their version of one of the standard forms of English are almost completely mutually intelligible, but non-standard forms present significant dialectal variations, and are marked by reduced intelligibility. English is usually considered a symmetric case of a pluricentric language, because there is no clear cultural dominance of one variety over others. Statistically, however, American English speakers constitute more than 66% of native English speakers,

pos: Canadian English Canadian English Canadian English (CanE, CE, en-CA) is the set of varieties of the English language native to Canada. According to the 2011 census, English was the first language of approximately 19 million Canadians, or 57% of the population; the remainder of the population were native speakers of Canadian French (22%) or other languages (allophones, 21%). A larger number, 28 million people, reported using English as their dominant language. 82% of Canadians outside the province of Quebec reported speaking English natively, but within Quebec the figure was just 7.7% as most of its residents are native speakers of Quebec French.

pos: Chinese Canadians in the Greater Toronto Area various countries. Willowdale and other areas of Northern Toronto had speakers of Taiwanese Min Nan, and speakers of other Chinese varieties lived in other communities in the Toronto area, including Downsview in Toronto and Mississauga. In 2006, according to Statistics Canada, there were 166,650 in the Greater Toronto Area who had Cantonese as their native language, while there were 62,850 persons who had Mandarin as their native language. By 2009 Mandarin was becoming the dominant variety of Toronto's Chinese community. Many Canadian-born Chinese who grew up in Toronto prior to the 1970s are monolingual English-speakers because they were discouraged from

pos: English language of English, "outer circle" countries have small communities of native speakers of English but widespread use of English as a second language in education or broadcasting or for local official purposes, and "expanding circle" countries are countries where many learners learn English as a foreign language. Kachru bases his model on the history of how English spread in different countries, how users acquire English, and the range of uses English has in each country. The three circles change membership over time. Countries with large communities of native speakers of English (the inner circle) include Britain, the United States, Australia, Canada,

pos: Modern English language in a large number of countries, with the largest number of native speakers being in the United States, the United Kingdom, Australia, Canada, New Zealand and Ireland; there are also large populations in India, Pakistan, the Philippines and Southern Africa. It "has more non-native speakers than any other language, is more widely dispersed around the world and is used for more purposes than any other language". Its large number of speakers, plus its worldwide presence, have made English a common language ("lingua franca") "of the airlines, of the sea and shipping, of computer technology, of science and indeed of

pos: English-speaking world English-speaking world Approximately 330 to 360 million people speak English as their first language. With 258 million native speakers, the United States comprises the majority of the global total. As pictured in the pie graph below, most native speakers of English are Americans. Additionally, there are 60 million native English speakers in the United Kingdom, 19 million in Canada, 25.1 million in Australia, 4.8 million in Ireland, and 4.8 million in New Zealand. Other countries also use English as their primary and official languages. In the European Union, English is one of 24 official languages and is widely used by

pos: English language Ireland, and New Zealand, where the majority speaks English, and South Africa, where a significant minority speaks English. The countries with the most native English speakers are, in descending order, the United States (at least 231 million), the United Kingdom (60 million), Canada (19 million), Australia (at least 17 million), South Africa (4.8 million), Ireland (4.2 million), and New Zealand (3.7 million). In these countries, children of native speakers learn English from their parents, and local people who speak other languages or new immigrants learn English to communicate in their neighbourhoods and workplaces. The inner-circle countries provide the base from

pos: Alaska Native languages being recorded in their native tongue as speakers tell stories that are then written in both English and that language's alphabet. These alphabets are relatively new to the languages since they did not typically have a written version of the language before the influence of non-Native Alaskans. About 20 native languages are being worked with by the Alaska Native Language Center (ANLC). In current time, the languages are being re-taught to the villagers through classes that are of help in the villages around Alaska and Canada. At the same time, people who are interested in Alaska Native languages can also

pos: First Nations people, most of which are spoken only in Canada. Many are in decline. Those with the most speakers include Anishinaabe and Cree (together totalling up to 150,000 speakers); Inuktitut with about 29,000 speakers in the Northwest Territories, Nunavut, Nunavik (Northern Quebec), and Nunatsiavut (Northern Labrador); and Mi'kmaq, with around 8,500 speakers, mostly in Eastern Canada. Many Aboriginal peoples have lost their native languages and often all but surviving elders speak English or French as their first language. Two of Canada's territories give official status to native languages. In Nunavut, Inuktitut and Inuinnaqtun are official languages alongside English and French, and

pos: Accent (sociolinguistics) non-native accent as adults. There are also rare instances of individuals who are able to pass for native speakers even if they learned their non-native language in early adulthood. However, neurological constraints associated with brain development appear to limit most non-native speakers’ ability to sound native-like. Most researchers agree that for adults, acquiring a native-like accent in a non-native language is near impossible. When a group defines a standard pronunciation, speakers who deviate from it are often said to "speak with an accent". However, everyone speaks with an accent. People from the United States would "speak with an accent" from

pos: Official bilingualism in Canada (Attorney General)", universal French-language services are also mandatory. This is despite the fact that the proportion of native French-speakers in the territories is negligible, and they are vastly outnumbered by speakers of indigenous languages. At the 2016 census, there were 1,455 "mother-tongue" speakers of French in Yukon (4.3%), 1,175 in the Northwest Territories (2.9%), and 595 in Nunavut (1.7%). Although no Canadian province has officially adopted English as its sole official language, English is the de facto language of government services and internal government operations in Canada's seven remaining provinces. Service levels in French vary greatly from one province to

neg: English language which English spreads to other countries in the world. Estimates of the number of English speakers who are second language and foreign-language speakers vary greatly from 470 million to more than 1,000 million depending on how proficiency is defined. Linguist David Crystal estimates that non-native speakers now outnumber native speakers by a ratio of 3 to 1. In Kachru's three-circles model, the "outer circle" countries are countries such as the Philippines, Jamaica, India, Pakistan, Singapore, and Nigeria with a much smaller proportion of native speakers of English but much use of English as a second language for education, government, or

neg: Language transfer of technical, or analytical, advantage over native (monolingual) speakers of a language. For example, second-language speakers of English whose first language is Korean have been found to be more accurate with perception of unreleased stops in English than native English speakers who are functionally monolingual because of the different status of unreleased stops in Korean from English. That "native-language transfer benefit" appears to depend on an alignment of properties in the first and the second languages that favors the linguistic biases of the first language. During the 1950s, memory research began investigating interference theory. This refers to the idea that

neg: English language its users are not native speakers but speakers of English as a second or foreign language. Many users of English in the expanding circle use it to communicate with other people from the expanding circle, so that interaction with native speakers of English plays no part in their decision to use English. Non-native varieties of English are widely used for international communication, and speakers of one such variety often encounter features of other varieties. Very often today a conversation in English anywhere in the world may include no native speakers of English at all, even while including speakers from several

neg: English language written English and jointly influence speech norms of English around the world. English does not belong to just one country, and it does not belong solely to descendants of English settlers. English is an official language of countries populated by few descendants of native speakers of English. It has also become by far the most important language of international communication when people who share no native language meet anywhere in the world. Braj Kachru distinguishes countries where English is spoken with a three circles model. In his model, the "inner circle" countries are countries with large communities of native speakers

neg: Dual language The juxtaposed use of the majority and minority language in TWI programs can enable children to transfer skills from the secondary language to their primary language and vice versa (Scanlan, 2009). Research comparing the academic achievement made by native speakers of English and native speakers of Spanish illustrates that while both groups show growth in their native and secondary language, English native speakers are more dominant in their primary language, whereas Spanish native speakers are able to achieve a more balanced form of bilingualism, that is, relatively equal in their ability to communicate orally and in writing in their primary

neg: Dual language speakers of English (Calderón, 2000). Whereas foreign-language education programs can provide native speakers of English with exposure to a second language, TWI has the potential to help students achieve near fluency in a second language. This suggests that such programs are not solely focused on helping ELLs to acquire English, but instead aim to develop second language proficiency for native speakers of English. In fact, because two-way immersion requires almost an equal amount of native English and native Spanish speakers, if the former is lacking, it is likely that such programs will not be implemented, which implies that the latter

neg: Teaching English as a second or foreign language Teaching English as a second or foreign language Teaching English as a Foreign Language (TEFL) refers to teaching the English language to students with different first languages. TEFL can occur either within the state school system or more privately, at a language school or with a tutor. TEFL can also take place in an English-speaking country for people who have immigrated there (either temporarily for school or work, or permanently). TEFL teachers may be native or non-native speakers of English. Other acronyms for TEFL are TESL (Teaching English as a Second Language), TESOL (Teaching English to Speakers of Other Languages),

neg: English Wikipedia a total of 500 million edits had been performed on the English Wikipedia. As the largest Wikipedia edition, and because English is such a widely used language, the English Wikipedia draws many users and editors whose native language is not English. Such users may seek information from the English Wikipedia rather than the Wikipedia of their native language because the English Wikipedia tends to contain more information about general subjects. Successful collaborations have been developed between non-native English speakers who successfully add content to the English Wikipedia and native English speakers who act as copyeditors for them. The English Wikipedia

neg: English language domestic business, and where English is routinely used for school instruction and official interactions with the government. Those countries have millions of native speakers of dialect continua ranging from an English-based creole to a more standard version of English. They have many more speakers of English who acquire English in the process of growing up through day by day use and listening to broadcasting, especially if they attend schools where English is the medium of instruction. Varieties of English learned by speakers who are not native speakers born to English-speaking parents may be influenced, especially in their grammar, by the

neg: Trinity College London ESOL Trinity College London ESOL Trinity College London ESOL is an international English Language examinations board delivering assessments in English language learning and teaching and has been offering English language examinations since 1938. Trinity College London's exams are taken by over 500,000 candidates in over 60 countries each year. Language certificates offered include English for Speakers of Other Languages (ESOL) for non-native speakers of English (learning), and Teaching English for Speakers of Other Languages (TESOL) for teachers of non-native speakers of English (teaching). Trinity College London provides the following examinations: The Graded Examinations in Spoken English (GESE) test candidates' ability in

neg: Aviation communication Misunderstanding happens with both native speakers and non-native speakers through communication, so a standard aviation language is important to improve this situation. Sources of communication error come from: phonology (speech rate, stress, intonation, pauses), syntax (language word patterns, sentence structure), semantics, and pragmatics (language in context). Even though English is the international aviation language, native English speakers still play a role in misunderstanding and situational awareness. Both the ICAO and the Federal Aviation Administration use alternative phrases, which is confusing to both native and non-native English speakers. The biggest problem regarding non-native English speakers' transmissions is speech rate. In order

neg: Non-native pronunciations of English those used in primary language acquisition. They may also create innovative pronunciations for English sounds not found in the speaker's first language. The age at which speakers begin to immerse themselves into a language (such as English) is linked to the degree in which native speakers are able to detect a non-native accent; the exact nature of the link is disputed amongst scholars and may be affected by "neurological plasticity, cognitive development, motivation, psychosocial states, formal instruction, language learning aptitude", and the usage of their first (L1) and second (L2) languages. English is unusual in that speakers rarely produce an

neg: Geographical distribution of English speakers L2. Geographical distribution of English speakers The article provides details and data regarding the geographical distribution of all English speakers, regardless of the legislative status of the countries where it's spoken. The English language is one of the most widely spoken languages of the world, and it's widely used in the international communication as lingua franca. Many international organizations use English as their official language. This table depicts the native speakers of the language, which means that the table includes people who have been exposed to the English language from birth and, thus, excludes people who use the language as

neg: Geographical distribution of English speakers Geographical distribution of English speakers The article provides details and data regarding the geographical distribution of all English speakers, regardless of the legislative status of the countries where it's spoken. The English language is one of the most widely spoken languages of the world, and it's widely used in the international communication as lingua franca. Many international organizations use English as their official language. This table depicts the native speakers of the language, which means that the table includes people who have been exposed to the English language from birth and, thus, excludes people who use the language as a

neg: South African English English, though with phonological and lexical features still fitting under the South African English umbrella. Indian South African English includes a "basilect", "mesolect", and "acrolect". These terms describe varieties of a given language on a spectrum of similarity to the colonial version of that language: the "acrolect" being the most similar. Today, basilect speakers are generally older non-native speakers with little education; acrolect speakers closely resemble colonial native English speakers, with a few phonetic/syntactic exceptions; and mesolect speakers fall somewhere in-between. ISAE resembles Indian English in some respects, possibly because the varieties contain speakers with shared mother tongues or because

neg: International English business/technical situations, English is not an adequate communication tool for non-native speakers of the language. Trimnell also asserts that native English-speakers have become "dependent on the language skills of others" by placing their faith in international English. There are also some who reject both linguistic imperialism and David Crystal's theory of the neutrality of English. They argue that the phenomenon of the global spread of English is better understood in the framework of appropriation (e.g. Spichtinger 2000), that is, English used for local purposes around the world. Demonstrators in non-English speaking countries often use signs in English to convey their

neg: Prince George's County Public Schools program vary from each school, but as an example, 225-250 students with the top scores are admitted to Roosevelt's Science and Technology Program. The next 60 students are placed on a waiting list. All interested 8th and 9th grade students who are residents of Prince George's County are eligible to apply for admission to the Science and Technology Center. The Spanish Dual Language Program gives equal emphasis to English and non-English language speakers. Students learn Spanish and English through content based instruction in selected core subjects with a cross cultural understanding for both native and non-native speakers. Students read, write,

neg: Canton of Bern language, French is the second most common (72,646 or 7.6%) and Italian is the third (18,908 or 2.0%). There are 688 people who speak Romansh. Based on the new methodology of the 2014 census, the percentage of German native speakers increased to 85.1%, French speakers increased to 10.4% as did Italian speakers to 3.1%. The number of Romansh speakers was too small to accurately estimate, but was around 0.1%. The census also reported that 2.9% of the population speaks English as their native language. Respondents could choose up to three native languages, leading to a total above 100%. , the

neg: Second-language acquisition also developed a number of hypotheses discussing the nature of second language learners' thought processes and the development of self-awareness during second language acquisition. The most prominent of these hypotheses are Monitor Theory and the Affective Filter hypothesis . The time taken to reach a high level of proficiency can vary depending on the language learned. In the case of native English speakers, some estimates were provided by the Foreign Service Institute (FSI) of the U.S. Department of State, which compiled approximate learning expectations for a number of languages for their professional staff (native English speakers who generally already know

neg: Minoritized language home and social situations. Because of the above, speakers of the minoritized language became a subset of speakers of the dominant language; for instance, all speakers of Scottish Gaelic are also speakers of English, but most English speakers in Scotland do not speak Gaelic. In contrast, speakers of a dominant language can carry out all functions of daily life using their native language. Speakers of the dominant language typically use the greater prestige of the dominant language to prevent speakers of the minoritized language from changing the situation to one more favorable to the minoritized language. They use "amnesia" and

neg: English-speaking world Sudan, South Africa, South Sudan, Tanzania, Uganda, Zambia and Zimbabwe. There also are countries where in a part of the territory English became a co-official language, e.g. Colombia's San Andrés y Providencia and Nicaragua's Mosquito Coast. This was a result of the influence of British colonization in the area. India has the largest number of second-language speakers of English ("see" Indian English); Crystal (2004) claims that, combining native and non-native speakers, India has more people who speak or understand English than any other country in the world. However, most scholars and research that has been conducted dispute his assertions. English

neg: NNEST to highlight the discrimination based on the dichotomy. Opponents of the term argue that "differentiating among teachers based on their status as native or nonnative speakers perpetuates the dominance of the native speaker in the ELT profession and contributes to discrimination in hiring practices"(Maum, 2002). Below are some of the alternatives to replace the term "NNEST": Despite the fact that today, about 80% of English language teachers in the world are non-native English-speaking teachers, English is no longer considered to be an exclusive possession of native speakers, and it "belongs to all people who speak it, whether native and nonnative,

neg: Global language system newspaper reports, minutes and proceedings, stored in archives, included in history books, collections of the 'classics', of folk talks and folk ways, increasingly recorded on electronic media and thus conserved for posterity. Many speakers of central languages are multilingual because they are either native speakers of a peripheral language and have acquired the central language, or they are native speakers of the central language and have learned a supercentral language. At the second highest level, 13 supercentral languages are very widely spoken languages that serve as connectors between speakers of central languages: Arabic, Chinese, English, French, German, Hindi, Japanese, Malay,

neg: Sauk people to write and speak their ancestral tongue. A newer orthography was proposed around 1994 to aid in language revival. The former syllabary was aimed at remaining native speakers of Sauk; the more recent orthography was developed for native English speakers, as many Sauk grow up with English as their first language (Müller 1994). Sauk has so few speakers that it is considered an endangered language, as are numerous others native to North America. In 2012, Shawnee High School in Shawnee, Oklahoma began to offer a Sauk language course. Sauk does not have many phonemes in comparison to many other languages:

neg: The International School of Minnesota in Minnesota as well as the most challenging school in the state of Minnesota. All students at ISM have daily World Language instruction given by native speakers and they have the opportunity to take AP courses in Language and Literature for World Languages. ISM offers Spanish, French, and Chinese to their students and students who are not native-English speakers are provided ELL Language Courses. Students in grades 4 - 8 are able to attend Concordia Language Villages for each language, if they choose. ISM has The SABIS Student Life Organization as a part of the SABIS Educational System that emphasizes

neg: English language 1.1 billion spoke it as a secondary language. English is probably the third largest language by number of native speakers, after Mandarin and Spanish. However, when combining native and non-native speakers it may, depending on the estimate used, be the most commonly spoken language in the world. English is spoken by communities on every continent and on oceanic islands in all the major oceans. The countries in which English is spoken can be grouped into different categories by how English is used in each country. The "inner circle" countries with many native speakers of English share an international standard of

neg: Usage (language) of a language's native speakers", and "the standards of good usage change, however slowly." Dictionaries are not always accurate guides to "good usage". "Despite occasional usage notes, lexicographers generally disclaim any intent to guide writers and editors on the thorny points of English usage." According to Jeremy Butterfield, "The first person we know of who made "usage" refer to language was Daniel Defoe, at the end of the seventeenth century". Defoe proposed the creation of a language society of 36 individuals who would set prescriptive language rules for the approximately six million English speakers. Usage (language) The usage of a

neg: Telugu language policy the private schools in the state. The trend towards English-medium education has caused alarm among some Telugu-language activists who claim that the state governments are placing the language in an inferior position and depriving Telugu-speakers of their language rights. Passions have been further inflamed by anecdotal reports of students in English-language schools being punished for speaking Telugu. Many educated Telugu people began travelling around the world in search of knowledge-based jobs, and have observed that many countries are prospering faster than India by imparting education in their native languages without depending on English. Throughout India, native-language advocates are demanding less

neg: No Child Left Behind Act grade level, all students with disabilities should be given more options and accommodations with standardized testing than they currently receive. All students who are learning English would have an automatic three-year window to take assessments in their native language, after which they must normally demonstrate proficiency on an English-language assessment. However, the local education authority may grant an exception to any individual English learner for another two years' testing in his or her native language on a case-by-case basis. In practice, however, only 10 states choose to test any English language learners in their native language (almost entirely Spanish speakers).

neg: NNEST and marginalization of non-native English-speaking teachers in the ELT profession. Robert Phillipson (1992) formulated "native speaker fallacy", which suggests that the ideal teacher of English is a native speaking teacher. Being a non-native speaking teacher was considered to be a distinct quality by George Braine (1999) who argued that "the very fact that non-native speakers of a language have undergone the process of learning a language makes them better qualified to teach the language than those who are born to it". "...highly ironic, considering the profession's strident championing of multiculturalism, diversity, and other sociopolitical causes, often on behalf of ESL

neg: Language transfer eating...) and "Die Frau, die das Eis isst..." (The woman that is eating the ice cream...) only "das Eis" (ice cream) is a plausible object. Because in English relative clauses with a noun-noun-verb structure (as in the example above) the first noun can only be the object, native speakers of English who speak German as a second language are likelier to interpret ambiguous German NNV relative clauses as object relative clauses (= object-subject-verb order) than German native speakers who prefer an interpretation in which the first noun phrase is the subject (subject-object-verb order). This is because they have transferred their

neg: Brussels In recent decades, owing to migration and the city's international role, Brussels is home to a growing number of foreign language speakers. In 2013, figures cited in the Marnix Plan show that 63.2% of Brussels inhabitants are native speakers of French, while less than 20% are native Dutch speakers. Just 2.5% speak English as their mother tongue, but 29.7% of people living in the city claim to speak English well or very well. Even though some people want English to be used as an unofficial compromise language between Dutch and French, French remains the "lingua franca", and laws still require

neg: Pinyin system is taken to write a language, certain compromises may have to be made. The result is that the decoding systems used in some foreign languages will enable non-native speakers to produce sounds more closely resembling the target language than will the coding/decoding system used by other foreign languages. Native speakers of English will decode pinyin spellings to fairly close approximations of Mandarin except in the case of certain speech sounds that are not ordinarily produced by most native speakers of English: "j" , "q" ", x" , "z" , "c" , "s" , "zh" , "ch" , "sh" ,

neg: Speak Good English Movement schools use English as the medium of instruction. But one cannot classify all Singaporeans as native speakers of English because the main languages spoken at home are not necessarily English. In 2006, then Education Minister Tharman Shanmugaratnam mentioned during a dialogue session at a student education conference that his ministry was looking at hiring "native speakers" to teach English Language in schools in order to improve the standard of teaching the English language in school. Following this, many Singaporeans wrote in to newspapers forums with questions such as "Why aren't our English teachers suitably qualified?" and wondering if "native English

neg: English language is also widely used in media and literature, and the number of English language books published annually in India is the third largest in the world after the US and UK. However English is rarely spoken as a first language, numbering only around a couple hundred-thousand people, and less than 5% of the population speak fluent English in India. David Crystal claimed in 2004 that, combining native and non-native speakers, India now has more people who speak or understand English than any other country in the world, but the number of English speakers in India is very uncertain, with most

neg: Technical translation communication. Particularly for technical translators who are native speakers of English, there is the tendency to assume a unilateral stance on translation. In other words, the technical translator's objective is to translate to and from English, with the English message being the main focus. While English is a language of global communication, it is not the only language being used for communication, highlighting the importance of moving away from "singular perspective" of only communicating in English. The concept of maintaining technical communication in languages other than English is of particular significance in countries with high volumes of multilingual speakers. For

neg: Cameroonian Pidgin English Cameroonian Pidgin English Cameroonian Pidgin English, or Cameroonian Creole, is a language variety of Cameroon. It is also known as Kamtok (from 'Cameroon-talk'). Five varieties are currently recognised: Cameroonian Pidgin English is an English-based creole language. About 5% of Cameroonians are native speakers of the language, while an estimated 50% of the population speak it in some form. The terms "Cameroonian Pidgin", "Cameroonian Pidgin English", "Cameroonian Creole" and "Kamtok" are synonyms for what Cameroonians call Cameroon Pidgin English. Many speakers are unaware that this language is different from English proper. It is a variety of West African Pidgin Englishes spoken

neg: Rioplatense Spanish employed to name the Spanish language in this region is "castellano" () and seldom "español" (). See names given to the Spanish language. Due to the fact that Rioplatense is merely a peculiar dialect and not a language, there are no credible figures for a total number of speakers. Generally, native speakers of Spanish who were raised in Uruguay or the majority of Argentina are assumed to speak Rioplatense (at least informally) just as, for instance, Americans would be assumed to speak American English, rather than any other variety of English. The total population of these areas would amount to

neg: Cupertino Language Immersion Program both native English speakers and native Chinese speakers to achieve a language balance for 2-way language immersion. Instructional time during the day is split between English and Chinese as follows: kindergarten and first grade students receive 70% Mandarin/30% English instruction; second and third grade students receive 60%/40% Mandarin/English instruction; fourth and fifth grade students receive 50%/50% Mandarin/English instruction. Middle school students receive 30% Mandarin/70% English instruction - they take two periods each day in Mandarin and five periods in English. CLIP students are a part of their host school's student body and participate in school-wide activities and events. Middle School

neg: Second-language phonology example, Mandarin Chinese speakers’ speech rate in an English utterance is slower than native English speakers’ speech rate (Derwing and Munro, 1995), and speech rates in a sentence by highly experienced Italian and Korean nonnative speakers of English are slower than that of native English speakers' (Guion et al., 2000). In this study, the main factor of the slower speech rate for the Italian and Korean accented English was the durations of the vowels and sonorant consonants (Guion et al., 2000). Another source of the slower speech rate in L2 speech is that L2 speakers tend to not reduce function

neg: Constructed language for said conlang to be used as an auxiliary language. There are no rules, either inherent in the process of language construction or externally imposed, that would limit a constructed language to fitting only one of the above categories. A constructed language can have native speakers if young children learn it from parents who speak it fluently. According to "Ethnologue", there are "200–2000 who speak Esperanto as a first language". A member of the Klingon Language Institute, d'Armond Speers, attempted to raise his son as a native (bilingual with English) Klingon speaker. As soon as a constructed language has a

neg: Phonemic contrast that are not part of their first language. Consider a study of Japanese-English speakers: Japanese speakers with minimal English exposure were asked to listen to the sounds /r/ and /l/ and discriminate between them. Because there is no contrast between these sounds in Japanese participants did not show an ability to make the discrimination. Japanese speakers who had frequent English exposure were able to discriminate /r/ and /l/ much more effectively, nearly at the rate of native speakers. Consider also a study of Spanish monolingual, Catalan monolingual, and Spanish-Catalan bilingual children: Catalan utilizes two vowels that are similar to, and

neg: German International School New York differentiated instruction based on a student’s level of English fluency. Students in Advanced English (native speakers and those who wish to attend a US university) and those taking English elective courses receive instruction from veteran native English-speaking teachers. For students who are less familiar with English, GISNY also offers English as a Second Language (ESL). In addition to German and English, students add either French or Spanish beginning in 6th grade, and as of 10th grade may choose to add the other language in lieu of physics. Additionally, Latin is offered as an elective course beginning in 7th grade. The

neg: Native Esperanto speakers Native Esperanto speakers Native Esperanto speakers (Esperanto: "denaskuloj" or "denaskaj esperantistoj") are people who have acquired Esperanto as one of their native languages. As of 1996, there were 350 or so attested cases of families with native Esperanto speakers. Estimates from associations indicate that there were around 1,000 Esperanto-speaking families, involving perhaps 2,000 children in 2004. In all known cases, speakers are natively bilingual, or multilingual, raised in both Esperanto and either the local national language or the native language of their parents. In all but a handful of cases, it was the father who used Esperanto with the child.

neg: Translanguaging through which such a decolonization of the English language could occur. In this way, decentralizing those particular dominant varieties of English would work towards legitimizing the use of 'nonstandard' English varieties at the educational level. Non-native speakers of English around the world outnumber native English speakers of English by a ratio of 3:1. At the current influx of technology and communication, English has become a heavily transnational language. As such, English varieties, and International Englishes are becoming standard usage in international economic exchanges, thereby increasing their legitimacy and decreasing the dominance of the standard American and British English varieties. The

neg: Hong Kong other official language; 4.3 percent are native speakers, and 48.9 percent speak English as a second language. Code-switching, mixing English and Cantonese in informal conversation, is common among the bilingual population. Post-handover governments have promoted Mandarin, which is currently about as prevalent as English; 48.6 percent of the population speaks Mandarin, with 1.9 percent native speakers and 46.7 percent speaking it as a second language. Traditional Chinese characters are used in writing, rather than the simplified characters used on the mainland. Among the religious population, the traditional "three teachings" of China (Buddhism, Confucianism, and Taoism) have the most adherents (20

neg: Mock language There are many social, economic, environmental disadvantages of minority groups. The dominant ideology does not allow these groups to celebrate their language, yet “mock language involves borrowings and wordplay by speakers who require little comprehension of the other language.” Mock language reinforces the status and social differences of native English speakers versus minorities and ethnic communities. While not every use of mock language is the same, aspects such as gendered indicators, greetings, and pronouns are commonly used. It may come about without the intention of knowing the harm for that language's speech community. Mock Spanish commonly uses gendered pronouns of

neg: Linguistic features of Spanish as spoken by Catalan speakers of distinctive features of the Catalan language. Many speakers whose native language is Catalan feature an accent brought about through the transfer of phonetic and phonological features from Catalan; such features are recognized by the listener as a "Catalan accent." Some of the listed features can sometimes be found in native Spanish speakers who live in Catalan-speaking areas; however, in the case of speakers who are not bilingual, this happens almost exclusively with lexical features. How a Catalan speaker's Spanish manifests depends heavily on individual sociolinguistic variables related to age, native language, and the differing environments of language use. It

neg: Teaching English as a second or foreign language and ESL (English as a second language, a term typically used in English-speaking countries, and more often referring to the learning than the teaching). Teaching English as a second language (TESL) refers to teaching English to students whose first language is not English, usually offered in a region where English "is" the dominant language and natural English language immersion situations are apt to be "plentiful". The teaching profession has historically used different names for TEFL and TESL; however, the more generic term teaching English to speakers of other languages (TESOL) is increasingly used to describe the profession. Both native speakers

neg: Language acquisition central sulcus and the inferior frontal sulcus). Additionally, these studies proposed that first language and second-language acquisition may be represented differently in the cortex. In a study conducted by Newman et al., the relationship between cognitive neuroscience and language acquisition was compared through a standardized test procedure involving native speakers of English and native Spanish speakers who have all had a similar amount of exposure to the English language(averaging about 26 years). Even the number of times an examinee blinked was taken into account during the examination process. It was concluded that the brain does in fact process languages differently,

neg: Linguistic imperialism English necessarily implies a demotion of local languages has been challenged. Holborrow points out that "not all Englishes in the centre dominate, nor are all speakers in the periphery equally discriminated against". Irish English, for instance, could be regarded as a non-dominant centre variety of English. Thus it could be argued that, while those who follow Phillipson see choices about language as externally imposed, the other camp sees them as decisions made by individuals. Those who support the arguments favoring the existence of linguistic imperialism claim that arguments against it are often advanced by monolingual native-speakers of English who may

neg: Manx language (John), "Fenella" (Fionnuala), "Pherick" (Patrick) and "Freya" (from the Norse Goddess) remain popular. Those who have learned Manx as a second language as part of the Manx language revival speak what has been called "Neo-Manx". In Neo-Manx the grammar is different to the Manx spoken to by native speakers like Ned Maddrell and English words have been resubstituted by Gaelic words, leading some to say the new speakers of the language are not speaking "true Manx". Because Manx has never had a large number of speakers, it has never been practical to produce large amounts of written literature. However, a

neg: Hong Kong English and characteristics of English spoken by native Hong Kongers and other Cantonese people. Overall, it is primarily spoken by native Hong Kong language (Cantonese) speakers. Therefore, although it is called "Hong Kong English", it is not only spoken in Hong Kong. People who come from Macau, Guangzhou, or whose first language is Cantonese speak it. English is one of the official languages in Hong Kong, and is used widely in the Government, academic circles, business and the courts. All road and government signs are bilingual and English is as equally valid as Chinese in legal and business standings. English is

neg: Second-language phonology Guion and Pederson, 2007). When perceiving accented syllables in English, Japanese nonnative speakers of English tend to rely only on F0, or pitch of the accented syllables, while native speakers use F0, duration, and amplitude (Beckman, 1986). This finding was confirmed in production, by showing that the excursions of F0 of English content words were larger for Japanese nonnative speakers of English than for native English speakers (Aoyama and Guion, 2007). In both studies, the reason for this phenomenon was proposed to be related to the characteristics of the nonnative speakers’ L1, Japanese. Japanese is a mora-timed language, and because

neg: Quebec English Quebec English-speakers are more likely to vary such pronunciations, depending on the manner in which they adopt an English phonological framework. That includes names like "Mario Lemieux", "Marie-Claire Blais", "Jean Charest", "Jean Chrétien", "Robert Charlebois", and "Céline Dion". Francophone second-language speakers of English use an interlanguage with varying degrees, ranging from French-accented pronunciation to Quebec Anglophone English pronunciation. High-frequency second-language phenomena by francophones, allophones, and other non-native-speakers occur in the most basic structures of English, both in and outside of Quebec. Commonly called "Frenglish" or "franglais", such phenomena are a product of interlanguage, calques, or mistranslation and thus may not

neg: Idiom (language structure) constructions sound wrong to fluent speakers, although they are often entirely comprehensible. For example, the title of the classic book "English As She Is Spoke" is easy to understand (its idiomatic counterpart is "English As It Is Spoken"), but it deviates from English idiom in the gender of the pronoun and the inflection of the verb. Lexical gaps are another key example of idiom. Monolingual native speakers in an insulated monolingual-native environment are mostly not conscious of "idiomaticness" (the quality or state of a construction matching the idiom of the given language), because in general their minds never reach for,

neg: English as a second or foreign language others who appreciate their native language and culture, the expression of which is often not supported or encouraged in mainstream settings. ESL programs also allow students to meet and form friendships with other non-native speakers from different cultures, promoting racial tolerance and multiculturalism. Peer tutoring refers to an instructional method that pairs up low-achieving English readers, with ESL students that know minimal English and who are also approximately the same age and same grade level. The goal of this dynamic is to help both the tutor, in this case the English speaker, and the tutee, the ESL student. Monolingual tutors

neg: Romania the population, respectively. There are also approximately 50,000 native speakers of Ukrainian (concentrated in some compact regions, near the border, where they form local majorities), 25,000 native speakers of German, and some native speakers 32,000 Turkish living in Romania. According to the Constitution, local councils ensure linguistic rights to all minorities, with localities with ethnic minorities of over 20%, that minority's language can be used in the public administration, justice system, and education. Foreign citizens and stateless persons that live in Romania have access to justice and education in their own language. English and French are the main foreign languages

neg: Nigerian Pidgin the tone, the body language and any other ways of communication for the distinction of the homophones. Nigerian Pidgin Nigerian Pidgin is an English-based pidgin and creole language spoken as a "lingua franca" across Nigeria. The language is commonly referred to as ""Pidgin"" or "Broken" (pronounced ""Brokin""). It is distinguished from other creole languages since most speakers are not true native speakers although many children learn it at an early age. It can be spoken as a pidgin, a creole, or a decreolised acrolect by different speakers, who may switch between these forms depending on the social setting. Variations of

neg: Language professional Translators, the first association to specifically aim to bring together different types of language professionals. Membership associations for language professionals: Language professional Language professionals are people who support authors in their quest to publish by helping produce documents of appropriate scope and quality (in any language). Their role is particularly important in the research setting, especially when the authors are not native English speakers but are required to publish in English for international communication. The work of language professionals falls within the language industry. The writing support provided by language professionals may involve teaching specific writing skills, translating documents into

neg: Shawnee language Shawnee language The Shawnee language is a Central Algonquian language spoken in parts of central and northeastern Oklahoma by the Shawnee people. It was originally spoken in Ohio, West Virginia, Kentucky, and Pennsylvania. It is closely related to other Algonquian languages, such as Mesquakie-Sauk (Sac and Fox) and Kickapoo. Shawnee is severely threatened, with speakers shifting to English. The approximately 200 remaining speakers are older adults. The decline in usage of Shawnee is largely the result of reform schools for Native American children that forced an education in English, causing some Native Americans to cease teaching their languages to children.

neg: Language professional Language professional Language professionals are people who support authors in their quest to publish by helping produce documents of appropriate scope and quality (in any language). Their role is particularly important in the research setting, especially when the authors are not native English speakers but are required to publish in English for international communication. The work of language professionals falls within the language industry. The writing support provided by language professionals may involve teaching specific writing skills, translating documents into the desired publishing language, editing drafts at various stages of completion, guiding the creation of a new document and—in some

neg: Specially designed academic instruction in English English that might make it difficult for a person learning English as a second language. This includes avoiding idiomatic English, which may seem natural to a native speaker but would confuse non-native speakers. Low affective filter Modified speech Contextual clues Multisensory experiences Comprehensible input Frequent Comprehension checks Formative assessment Summative assessment Appropriate lesson design Content-driven Specially designed academic instruction in English Specially designed academic instruction in English (SDAIE) is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student

neg: Merced City School District Merced City School District Merced City School District (MCSD) is a school district in California, United States. Its headquarters are in Merced. In the 2008-2009 school year, the district had 2,211 native Spanish speaking students who were classified as English learners, making up 74% of the district's population of English learners. The district also had 1,107 native Spanish speaking students who were proficient in English. The second largest English learner demographic, native Hmong speakers, had 628 students, making up 21% of the district's English learner population. The district also had 291 students who spoke Hmong as a first language and

neg: Global language system language to function in their own society, Spain. Meanwhile, speakers of Persian, a central language, have to learn Arabic, a supercentral language, to function in their region. On the other hand, speakers of a supercentral language have to learn the hypercentral language to function globally, as is evident from the huge number of non-native English speakers. According to de Swaan, languages exist in "constellations" and the global language system comprises a sociological classification of languages based on their social role for their speakers. The world's languages and multilinguals are connected in a strongly ordered, hierarchical pattern. There are thousands of

neg: Nigerian Pidgin Nigerian Pidgin Nigerian Pidgin is an English-based pidgin and creole language spoken as a "lingua franca" across Nigeria. The language is commonly referred to as ""Pidgin"" or "Broken" (pronounced ""Brokin""). It is distinguished from other creole languages since most speakers are not true native speakers although many children learn it at an early age. It can be spoken as a pidgin, a creole, or a decreolised acrolect by different speakers, who may switch between these forms depending on the social setting. Variations of what this article refers to as "Nigerian Pidgin" are also spoken across West and Central Africa, in

neg: Language education be a history of failure. Very few students in U.S. universities who have a foreign language as a major attain "minimum professional proficiency". Even the "reading knowledge" required for a PhD degree is comparable only to what second-year language students read, and only very few researchers who are native English speakers can read and assess information written in languages other than English. Even a number of famous linguists are monolingual. However, anecdotal evidence for successful second or foreign language learning is easy to find, leading to a discrepancy between these cases and the failure of most language programs. This tends

neg: Passive speaker (language) Passive speaker (language) A passive speaker (also referred to as a receptive bilingual or passive bilingual) is a category of speaker who has had enough exposure to a language in childhood to have a native-like comprehension of it, but has little or no active command of it. Such passively fluent individuals are often raised in an environment where the language was spoken but did not become native speakers. Such speakers are especially common in language shift communities where speakers of a declining language do not acquire active competence. Around 10% of the Ainu people who speak the language are considered

neg: NNEST NNEST NNEST ( ) or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST). Issues related to NNESTs attract the attention of language teachers, language specialists, teacher educators, and graduate students from all over the world. TESOL (Teachers of English to the Speakers of Other Languages) organization has a NNEST Interest Section. Two local TESOL affiliates in North America, WATESOL (Washington Area TESOL) and CATESOL (California

neg: Indo-European languages have undergone a change in meaning as well. Today, Indo-European languages are spoken by almost 3 billion native speakers across all inhabited continents, the largest number by far for any recognised language family. Of the 20 languages with the largest numbers of native speakers according to "Ethnologue", 10 are Indo-European: Spanish, English, Hindustani, Portuguese, Bengali, Russian, Punjabi, German, French and Marathi, accounting for over 1.7 billion native speakers. Additionally, hundreds of millions of persons worldwide study Indo-European languages as secondary or tertiary languages, including in cultures which have completely different language families and historical backgrounds—there between 600,000,000 and one billion

neg: Wagiman language vocabulary of English, is the "lingua franca" of the area. All members of the Wagiman ethnic group, as well as all other ethnic groups represented in the area, are native speakers of a moderate grade of Kriol. The small number of Wagiman speakers are also partial speakers of a number of other languages besides Mayali, including Jaminjung, Wardaman and Dagoman. Wagiman speakers are conscious of a distinction between two dialects of Wagiman, which they refer to as "matjjin no-roh-ma" 'light language' and "matjjin gu-nawutj-jan" 'heavy language'. The differences are minor and speakers have no difficulty understanding one another. "All grammatical

neg: West Country English (especially "Revived Late Cornish") borrowing other dialect words. However, there has been some controversy over whether all of these words are of native origin, as opposed to imported from parts of England, or the Welsh Marches. Some modern day revived Cornish speakers have been known to use Cornish words within an English sentence, and even those who are not speakers of the language sometimes use words from the language in names. Brythonic languages have also had a long-term influence on the West Country dialects beyond Cornwall, both as a substrate (certain West Country dialect words and possibly grammatical features) and

neg: Urhobo-Isoko imposed on pupils and students who speak their native languages during school hours in both public and private schools across Delta State. This is to encourage the use of English as a lingua franca. English is made a core subject in order to graduate from secondary school and to gain admission to higher institutions. Intermarriages between native speakers and people of other language communities also affect intergenerational transfer of the languages, and thus children are raised with English. The impact of English on these native languages has spread to rural areas, especially among the youth and children who communicate in

neg: Diglossia German offers both the best example of diglossia (all speakers are native speakers of Swiss German and thus diglossic) and the worst, because there is no clear-cut hierarchy. In most African countries, a European language serves as the official, prestige language, and local languages are used in everyday life outside formal situations. For example, Wolof is the everyday "lingua franca" in Senegal, French being spoken only in very formal situations; English is spoken in formal situations in Nigeria, native languages like Hausa, Igbo, Yoruba are spoken in ordinary conversations. However, a European language that serves as an official language is

neg: Porglish is similar to Spanglish, and it is basically composed of combined English and Portuguese lexicon and a Portuguese grammar. Many of these examples can also apply to other Lusophone diasporas as Portuguese speakers raised in an English-speaking environment, and English speakers learning Portuguese, or any otherwise native speakers of one language used to the other. Note: Those with ** are generally accepted in colloquial Brazilian Portuguese as this language variety is more open to receive loanwords than its European standard counterpart. "Deletar", "escanear" and "resetar" are even very unlikely to be deemed as unacceptable words in the standard norm of

neg: Speaker types passive speaker (also referred to as a "receptive bilingual" or "passive bilingual") is someone who has had enough exposure to a language in childhood to have a native-like comprehension of it, but has little or no active command of it. Such speakers are especially common in language shift communities where speakers of a declining language do not acquire active competence. Around 10% of the Ainu people, for example, who speak the language are considered passive speakers. Passive speakers are often targeted in language revival efforts to increase the number of speakers of a language quickly, as they are likely to

neg: Germanic languages Germanic languages The Germanic languages are a branch of the Indo-European language family spoken natively by a population of about 515 million people mainly in Europe, North America, Oceania, and Southern Africa. The West Germanic languages include the three most widely spoken Germanic languages: English with around 360-400 million native speakers; German, with over 100 million native speakers; and Dutch, with 24 million native speakers. Other West Germanic languages include Afrikaans, an offshoot of Dutch, with over 7.1 million native speakers; Low German, considered a separate collection of unstandardized dialects, with roughly 0.3 million native speakers and probably 6.7-10 million

neg: Languages of Venezuela languages. Native language of Venezuela by number of speakers: Languages spoken by immigrants and their descendants are found in Venezuela. The most important are Chinese (400,000), Portuguese (254,000), Italian (200,000), Arabic (110,000), German (20,000) and English (20,000). Some people who live next to the border of Brazil speak Portuguese. In the areas located near to Guyana English language is used by some inhabitants, especially on Ankoko Island. Colonia Tovar dialect, a dialect of German language, is spoken in the Colonia Tovar. English is a foreign language with a great demand in Venezuela. It is spoken by many academics and professionals

neg: NNEST Discrimination of Nonnative Speakers of English in the Field of TESOL". In addition, it was decided in ASEAN 2005 Conference to establish "Centers for English Language Training" in South-East Asian countries to support local solutions to local needs by means of local tools. Issues related to NNEST include but not limited to: NNEST NNEST ( ) or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).

neg: Dual language In order to produce academic achievement, students ideally must be enrolled in TWI programs for four to seven years (Howard et al. 2003, p. 24). Students participating in TWI programs for this length of time have been shown to demonstrate higher academic performance than their peers in English-immersion programs (Howard et al. 2003, p. 24). On the contrary, students who receive little to no instruction in their native language, during their elementary years, struggle to attain grade level performance in the target language (Cobb, 2006). Both Native English Speakers (NES) and ELLs are beneficiaries of the gains made through TWI.

neg: Second-language acquisition their native language. Likewise, these same two individuals may develop near-native fluency in different forms of grammar. Also, when people learn a second language, the way they speak their first language changes in subtle ways. These changes can be with any aspect of language, from pronunciation and syntax to the gestures the learner makes and the language features they tend to notice. For example, French speakers who spoke English as a second language pronounced the /t/ sound in French differently from monolingual French speakers. This kind of change in pronunciation has been found even at the onset of second-language acquisition;

neg: American Academy Nicosia also represented. The language of instruction is English. Despite its name, the school actually follows the British National Curriculum, with secondary school students being prepared for IGCSEs and A-Levels. The Greek language is taught at all levels of the primary and secondary departments ensuring fluency for native Greek speakers and supporting competence in the basics for non-native speakers. French, Spanish and Italian are also offered. The School Diploma, recognized by the Ministry of Education as equivalent to the state-school diploma (Apolytirion), is awarded to students upon graduation. The School opened its doors on October 16, 1922. The founders, who had

neg: Language attrition French proficiency and Korean. Attrition of a first language does not guarantee an advantage in learning a second language. Attriters are outperformed by native speakers of the second language in proficiency. A 2009 study tested the Swedish proficiency of Swedish speakers who had attrited knowledge of Spanish. These participants did show almost but not quite native-like proficiency when compared to native Swedish speakers, and they did not show an advantage when compared with bilingual Swedish-Spanish speakers. On the other hand, L1 attrition may also occur if the overall effort to maintain the first language is insufficient while exposed to a

neg: Lamba language Lamba language Lamba is a language found in Zambia and is commonly spoken in the Copperbelt. There are about 210,000 native speakers in the northern parts of Zambia and southern fringes of the Democratic Republic of the Congo. Lamba is also spoken in Lusaka, mainly because many speakers have migrated there for jobs. Lamba is a Bantu language. (In fact, "mu ntu" means "one person" in Lamba and "ba ntu" means "two or more people".) Depending on who does the counting, Zambia has between 42 and 78 local languages besides English – see Languages of Zambia for further details. Some