CSOFT Launches Language Competition on

CSOFT International, a provider of multilingual localization, testing, and software development services for the global market, has announced the official launch of the "language race" on . In a release, the Company said that this wiki-based competition on the growing social learning network and online multilingual reference site encourages anyone, writers, linguists and translators to compete to push their native language to the top of the "most active" list. allows users to find terms, definitions, and translations in 75 languages and over 200 industries at no cost to its users. Since the test launch of the race in early February, traffic to the site has increased ten-fold."An overwhelming majority of online content today is in English," said Carl Yao, Executive Vice President and head of Global Strategy for CSOFT International. "We thought it would be fun to create a competition so our users can push up lesser known or even endangered languages to the top of the TermWiki glossary." "Competition evokes an emotional response when we win or lose and generates participation," continued Yao. "This is exactly why the TermWiki language race is heating up. Furthermore, by giving contributors their much-deserved recognition, provides its users with a social networking platform through which to connect with friends, peers and other professionals. At the moment, English, Polish, German, Rosetta Stone English Turkish, Japanese, Russian and Greek are leading the race, but the leader spot is a moving target." The specific math language of the standards is used, and there is a clear connection between the CTE standard and the academic standard. In New Hampshire, the applied math is at a low level (fractions, decimals, percentages), and may not accurately reflect the complexity of problems encountered within a technical area. As of August 2009, the New Hampshire CTE frameworks have only been linked to science, which impacts the ability of researchers to evaluate the type of math that can be emphasized in CTE programs, and the level of academic rigor provided. The New Hampshire Department of Education, however, indicated that the standards did not truly reflect the commitment to high math standards. The state is in its third year of implementing the National Research Center for Career and Technical Education's Math-in-CTE program, which partners academic math instructors with CTE instructors to create integrated lessons, and a representative from the state education department reported "success" with this program. In addition, at all levels, both Nebraska and New Hampshire said that integration of other academic areas into the CTE curriculum is required, and gave specific examples of integrated activities (Nebraska Department of Education, 2003; New Hampshire Department of Education, 2009).

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