Here's a company that tests your proficiency in a whole slew of languages.
All very well.
But who can put aside time to learn 3 or 4 languages, only to find out later that things are better in another place where yet another language is spoken and should be learned if you want to go there.? Language is lord where the jobs wind listeth.
It becomes apparent that educators around the globe should start to get to the root of this problem. Many families can ill afford after-school study programs in academies, plus the learning time from incognito to cogito cognito fluency for the language of English is indeed a long time and big investment, if not an unpleasant experience in many cases.
Where are the teachers interested in this topic?
Where are the defining, basic vocabulary lists of 1500 to 2000 most frequent and useful root words from which others can be built (why invent a new word if 2 old ones together will convey the same meaning (as in Mandarin where we have dian nao electric brain for computer, dian ti electric ladder for elevator, etc?
Where are the studies that compare learning time to reach basic fluency in two or more languages?
The list seems to exclude invented languages. No sign yet of educators batting an eye or two at any of the compact, straightforward, uncomplicated invented languages such as Esperanto or Ido. It would seem that we enjoy wasting people's money and prolonging the learning time to become semi-fluent in a language that is used universally.
Less military spending and more language comparisons. Let's call it Terra Talk. The Terra Talk Initiative.