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Pashto and Dari are the official languages, with other languages to be considered official languages in the areas in which they are spoken.

一个国家使用两种官方语言再加地方官方语言，不易于形成民族共同语，不利于民族团结和经济发展。

English is the world's 3,000 languages A, belong to Indo-European languages, the Germanic languages of the West Germanic language group (including German, Dutch, Fleming Flemish language, Frisian language and English).

Brief History of English 难是难，想学的话，应该很快！英语是全世界三千多种语言的一种，属于印欧语系、日耳曼语支中的西日耳曼语群（包括德语、荷兰语、弗来芒语、弗里西亚语和英语）。

To this languages belong the Dai, Zhuang and Buyi languages of our country and the languages of the Thai, Laotian etc and the Indian Ahong language.

属于这个语言的有我国的傣语、壮语、布依语和国外的泰。。。

A branch of the Indo-European family of languages related to the Slavonic languages; Baltic languages have preserved many archaic features that are believed to have existed in Proto-Indo_European.

和塞而维克语有关的印欧语系的一个分支；波罗的语被认为还保留着原印-欧语的很多古老的特征。

It has a membership of about 150 languages, including most European languages and Indian Subcontinental languages.

印欧语系锁骨历史语言学家研究最早和最深的一种语系。

Some European linguists in the 19th century recognized three main types: analytic languages, such as Chinese and Vietnamese; synthetic languages, with Latin, Greek and Arabic as clear cases; agglutinating languages, Turkish, Japanese and Swahili, for example.

一些欧洲学者在19世纪公认的三种主要类型：解析的语言，如中文和越南文；合成语文，拉丁文，希腊文和阿拉伯文的明确案件；凝集语文，土耳其，日本和斯瓦西里语，例如。

With the aid of the parser tree of L, the authors analyse some characteristics of words belonging to Adh, and prove iteration theorems for adherences of regular languages and context-free languages, thus solving the problem on syntactic structure for the adherence of corresponding languages.

语言附着的句法结构郭清泉（山东大学计算机科学系，济南250100）摘要本文研究语言L的附着Adh的句法结构，借助于L的语法分析树，我们分析了Adh的句法特征，提出并证明了正规语言和上下文无关语言附着的叠代定理，从而解决了这两类语言的附着的句法

For written languages and languages with established grammatical traditions the problem of selection of the head word is not so difficult as in the case of unwritten languages.

对于书面语和已经建立的语法传统的语言来说，头字的选择问题并不是同样地在没有写的语言情况不是如此困难。

It currently supports 122 of the 139 languages named in ISO 639-1, 141 of the languages with two-letter codes from ISO 639-2 and another 30 languages with only three-letter codes.

目前支援了ISO 639-1里139种语言的122种，和ISO 639-2里用两个字母表示的语言141种及三个字母表示的30种。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

Tom: You are right, he worked hard all the time.

你是对的。他一直都是努力工作。

Take shortcomings,failures,and mockings of others as commonplace and a drive to complete oneself,hold your own opinion over the evalution and disscution divested from others,afterwards sink into the state of eliminate mistakes if any or encourge oneself being not being influenced by the sayinngs of others or having no ideas to do.

把缺点、失败及别人的耻笑等看成是一种常事，当成完善自己的动力，对别人的评价和议论自己心中有主见，做到&有则改之，无则加勉&，不为人言所左右或无所适从。