Laura Romig, Language Ambassador, Class of 2025
What does language learning, a staunch member of the humanities, have to do with STEM learning? What do the two disciplines contribute to each other? I see friends and classmates from my mathematics concentration take language courses for fun; it's relatively common, in fact, for mathematics students to be interested in languages, and also music. And I wonder if students who bounce between those two fields—like me, in fact—see them as connected, or as unrelated pursuits, irreconcilable.
It is undeniable that communication in multiple languages is essential to global scientific progress and collaboration. You've probably heard it before: the doctor who knows Spanish in America can serve more patients. The engineer who understands multiple languages is at an advantage over the one who only speaks one—not only in where they can search for jobs, but also in regards to the information and knowledge they have access to, which can lead to innovation and better problem-solving. Innovation and better solutions lead to higher positions, better pay, and more opportunities. Scientific advancements are certainly not limited to one country or one language. But does the connection between science, technology, and languages stop there? Or is there more?
Over the summer, I met graduate students in Beijing, China who were studying the development of the "language industry." While I was initially averse to the idea of referring to language study as an industry—and individual languages as products—I could also see the value in treating the plurality of languages as its own professional and economic system with its own value in the globalized world. Viewing language only as a way to connect across cultures or to consume media like literature isn't entirely accurate; it also informs every business conversation, how ads are produced, how science is communicated, and more. Because of this, understanding the language industry becomes important to any STEM student who wants to engage in science, technology, engineering, math, and more at a truly global level.
What exactly is the language industry, then? It is an industry focused on facilitating and generating multilingual communication, and includes but is not limited to translation, interpretation, subtitling and dubbing, Internet globalization, language teaching, linguistic consultancy, language technology tools, language training, localization, internationalization, and more. It is an invisible industry, often on purpose: the goal of some translations, for example of ads and websites, is to make the original language disappear completely, and to facilitate accessibility. Already from this list, you can see that:
1) Quantitatively-skilled people are necessary in the language industry;
2) The language industry facilitates engagement and communication that are necessary and increasing in STEM fields;
3) The language industry influences the reception of science, technologies, and other products across the world.
For example, a new technology theorized about by mathematicians, researchers, and coders; developed by engineers; and used by the population will need to be adapted for use in multiple languages, advertised in multiple languages with localized advertisements, and written about in the news in multiple languages.
For another example, a scientific paper published originally in a language other than English may have difficulty getting published without access to English translation—and difficulty getting published not only means less income for the researchers, but also prevents the knowledge from spreading, informing, and inspiring scientists across the world in their work. So, science and technology are inextricably intertwined with the language industry, and the increasing globalization and proliferation of education opportunities will only tighten this connection.
Furthermore, there are aspects of language learning that appeal to students primarily interested in the sciences, some of which you may have noticed yourself if you fall into this category. The pattern recognition and logic involved in language learning mirror the same skills needed for successful coding and mathematical problem solving.
In summary, STEM shouldn't—and already doesn't—happen in only one language. Not even math just happens in the "language of math." Understanding other languages is not just an auxiliary skill for scientists, mathematicians, and engineers, but it also allows for fundamental collaboration and knowledge exchange. Of course, not every academic pursuit has to be connected to something else, and STEM and language each have their own intrinsic, respective values. But if there are connections that exist, then they are worth exploring, understanding, and valuing. And in the case of language study, because language informs all of our conversations, exchanges, publications, reception of information, and more, it is difficult to find a pursuit it's not closely connected with. And STEM is no exception.
For more, check out this article about how language and STEM connect in primary and secondary education with the idea of teaching students about "discourse".