Universal language adoption is not a challenge faced in language education, as it is not a realistic goal.

Language acquisition refers to the natural process of learning a new language, while language learning typically involves formal instruction.

The primary goal of language education is to equip learners with the skills and knowledge necessary for effective communication in a globalized world.

All of the factors mentioned, including motivation, exposure, and effective teaching, play a crucial role in the success of language learners.

Language proficiency refers to the ability to use a language effectively in various situations and for different purposes.

Enhanced cognitive abilities are not a challenge faced by multilingual learners, but rather a potential benefit.

Code-switching refers to the practice of alternating between two or more languages within a single conversation or text.

Multilingualism is generally associated with benefits such as enhanced cognitive abilities and improved job prospects, not difficulty in learning new languages.

Language education refers to the formal process of teaching a language to non-native speakers.

The grammar-translation method is a traditional approach to language teaching that is less commonly used in modern language education.

Language competence refers to the ability to understand and produce language in a meaningful way, regardless of fluency or mastery.

Standardized language assessment is not typically a challenge faced by language teachers, as it is a tool used to evaluate language proficiency.

Language register refers to the use of language in a particular social or cultural context, such as formal or informal settings.

Native language background is not a common factor that influences language acquisition, as it is a fixed characteristic of the learner.

Language fluency refers to the ability to communicate effectively in a language, often characterized by natural and effortless speech.