Trilingual

Multilingualism is the use of two or more languages, either by an individual speaker or by a community of speakers. It is believed that multilingual speakers outnumber monolingual speakers in the world's population. More than half of all Europeans claim to speak at least one other language in addition to their mother tongue. Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness. Owing to the ease of access to information facilitated by the Internet, individuals' exposure to multiple languages is becoming increasingly frequent, thereby promoting a need to acquire additional languages. People who speak several languages are also called polyglots.

Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). The first language (sometimes also referred to as the mother tongue) is acquired without formal education, by mechanisms heavily disputed. Children acquiring two languages in this way are called simultaneous bilinguals. Even in the case of simultaneous bilinguals, one language usually dominates the other. People who know more than one language have been reported to be more adept at language learning compared to monolinguals. Additionally, bilinguals often have important economic advantages over monolingual individuals as bilingual people are able to carry out duties that monolinguals cannot, such as interacting with customers who only speak a minority language.

Multilingualism in computing can be considered part of a continuum between internationalization and localization. Due to the status of English in computing, software development nearly always uses it (but see also Non-English-based programming languages), so almost all commercial software is initially available in an English version, and multilingual versions, if any, may be produced as alternative options based on the English original.

The definition of multilingualism is a subject of debate in the very same way as the definition of language fluency. On one end of a sort of linguistic continuum, one may define multilingualism as complete competence and mastery in another language. The speaker would presumably have complete knowledge and control over the language so as to sound native. On the opposite end of the spectrum would be people who know enough phrases to get around as a tourist using the alternate language. Since 1992, Vivian Cook has argued that most multilingual speakers fall somewhere between minimal and maximal definitions. Cook calls these people multi-competent. In addition, there is no consistent definition of what constitutes a distinct language. For instance, scholars often disagree whether Scots is a language in its own right or a dialect of English. Furthermore, what is considered a language can change, often for purely political purposes, such as when Serbo-Croatian was created as a standard language on the basis of the Eastern Herzegovinian dialect to function as umbrella for numerous South Slavic dialects, and after the breakup of Yugoslavia was split into Serbian, Croatian, Bosnian and Montenegrin, or when Ukrainian was dismissed as a Russian dialect by the Russian tsars to discourage national feelings. Many small independent nations' schoolchildren are today compelled to learn multiple languages because of international interactions. For example, in [Finland], all children are required to learn at least two foreign languages: the other national language (Swedish or Finnish) and one alien language (usually English). Many Finnish schoolchildren also select further languages, such as German or Russian. In some large nations with multiple languages, such as India, school children may routinely learn multiple languages based on where they reside in the country. In major metropolitan areas of Central, South and East India, many children may be fluent in four languages (the mother tongue, the state language, and the official languages of India, Hindi and English). Thus a child of Telugu parents living in Bangalore will end up speaking his or her mother tongue (Telugu) at home and the state language (Kannada), Hindi and English in school and his or her surroundings.

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