The Klingon language (tlhIngan Hol in Klingon) is the constructed language spoken by Klingons in the fictional Star Trek universe. Deliberately designed by Marc Okrand to be "alien", it contains many peculiarities, such as Object Verb Subject (OVS) word order. The basic sound (along with a few words) was first devised by actor James Doohan ("Scotty") for Star Trek: The Motion Picture. That film marked the first time the language had been heard on screen; in all previous appearances, Klingons spoke in English. Klingon was subsequently developed by Okrand into a fully-fledged language. Klingon is sometimes referred to as Klingonese (most notably in the Star Trek: Klingon is one of the rare times when a trained linguist has been called upon to create a language for aliens. Add to this thirty years of the Star Trek phenomenon, a mythos that has permeated popular culture and spread around the globe. These factors begin to explain the popularity of the warriors' tongue. A small number of people, mostly dedicated Star Trek fans or language aficionados, can converse in Klingon. Though mentioned in the original Star Trek series, Klingon was first used on-screen in Star Trek: The Motion Picture (1979); for Star Trek III: The Search for Spock (1984), Okrand enlarged the lexicon and developed grammar around the original dozen words Doohan had created. It would be used intermittently in later movies featuring the original cast: in Star Trek VI: The Undiscovered Country (1991), translation difficulties would serve as a plot device.

Persian (Farsi) is an Indo-European language spoken in Iran (Persia), Afghanistan, Tajikistan and Uzbekistan. It is derived from the language of the ancient Persian people. Persian and its varieties have official-language status in Iran, Afghanistan, and Tajikistan. According to CIA World Factbook, there are approximately 64 million native speakers of Persian in Iran, Afghanistan, Tajikistan and Uzbekistan and about the same number of people in other parts of the world speak Persian. UNESCO was asked to select Persian as one of its languages in 2006. Persian has been a medium for literary and scientific contributions to the Islamic world as well as the Western. It has had an influence on certain neighbouring languages, particularly the Turkic languages of Central Asia, Caucasus, and Anatolia. It has had a lesser influence on Arabic and other languages of Mesopotamia. For five centuries prior to the British colonization, Persian was widely used as a second language in the Indian subcontinent; it took prominence as the language of culture and education in several Muslim courts in India and became the "official language" under the Mughal emperors. Only in 1843 did the subcontinent begin conducting business in English. Evidence of Persian's historical influence in the region can be seen in the extent of its influence on the languages of Hindustani (resulting in Urdu), Kashmiri, Punjabi, Sindhi, Gujarati, Bengali and even Telugu, as well as the popularity that Persian literature still enjoys in the region. Persian, the more widely used name of the language in English, is an Anglicized form derived from Latin *Persianus < Latin Persia < Greek ?????? Pérsis, a Hellenized form of Old Persian Parsa. According to the Oxford English Dictionary, the term Persian seems to have been first used in English in the mid-16th century. Native Persian speakers call it "F?rsi" (local name) or Parsi. Farsi is the arabicized form of Parsi, due to a lack of the /p/ phoneme in Standard Arabic. According to Pejman Akbarzadeh, "... In English, however, this language has always been known as "Persian" ('Persane' in French and 'Persisch' in German). But many Persians migrating to the West (particularly to the USA) after the 1979 revolution continued to use 'Farsi' to identify their language in English and the word became commonplace in English-speaking countries." "Farsi" is encountered frequently in the linguistic literature as a name for the language, used both by Iranian and by foreign authors, and is preferred by some.However, The Academy of Persian Language and Literature has declared in an official pronouncement that the name "Persian" is more appropriate, as it has the longer tradition in the western languages and better expresses the role of the language as a mark of cultural and national continuity.

Nativist theories hold that children are born with an innate propensity for language acquisition, and that this ability makes the task of learning a first language easier than it would otherwise be. These "hidden assumptions" allow children to quickly figure out what is and isn't possible in the grammar of their native language, and allow them to master that grammar by the age of three. Nativists view language as a fundamental part of the human genome, as the trait that makes humans human, and its acquisition as a natural part of maturation, no different from dolphins learning to swim or songbirds learning to sing. Chomsky originally theorized that children were born with a hard-wired language acquisition device (LAD) in their brains . He later expanded this idea into that of Universal Grammar, a set of innate principles and adjustable parameters that are common to all human languages. According to Chomsky, the presence of Universal Grammar in the brains of children allow them to deduce the structure of their native languages from "mere exposure". Much of the evidence supporting the nativist position is based on the early age at which children show competency in their native grammars, as well as the ways in which they do (and do not) make errors. Infants are born able to distinguish between phonemes in minimal pairs, distinguishing between bah and pah, for example. Young children (under the age of three) do not speak in fully formed sentences, instead saying things like 'want cookie' or 'my coat.' They do not, however, say things like 'want my' or 'I cookie,' statements that would break the syntactic structure of the Phrase, a component of universal grammar.Children also seem remarkably immune from error correction by adults, which Nativists say would not be the case if children were learning from their parents.

Paul Pimsleur (1928 – 1972) was an authority in the field of applied linguistics. He taught French phonetics and phonemics at the University of California, Los Angeles after obtaining his Ph.D. in French and a master's degree in psychological statistics from Columbia University. After leaving UCLA, Pimsleur went on to faculty positions at Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg, and a founding member of the American Council on the Teaching of Foreign Languages. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics. His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching. In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America. Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students. Dr. Pimsleur died unexpectedly of pneumonia during a visit to France in 1972.