This three-volume set brings together current research in the history of language learning and teaching (HoLLT) in Europe and beyond. Providing the first overview of research in the field, it will be an indispensable reference for teachers, teacher educators and all those interested in the history of language learning and teaching and the history of applied linguistics avant la lettre.
Volume I presents the history of how languages were learnt and taught across Europe, from Russia and Scandinavia to the Iberian peninsula, up to about 1800. Case studies deal with the teaching and learning of French, Italian, German and Portuguese, as well as Latin, still the first 'foreign language' for many learners in this period.
Nicola McLelland is Professor of German and History of Linguistics at the University of Nottingham. She has published widely in the history of German linguistics and the history of language learning, and is co-editor of the journal Language & History.
Richard Smith is a Reader in English Language Teaching and Applied Linguistics at the University of Warwick. Founder of the Warwick ELT Archive and the AILA Research Network on History of Language Learning and Teaching, he has been active in the fields of historical research and teacher-research in language education.
‘Es erhebe nicht den Anspruch, seinen Gegenstand ganz abzudecken, sondern biete “an illustrative sample of in-depth studies” (I: 2). Doch möchte es das Studium der Geschichte des Fremdsprachenlehrens und -lernens (“History of Language Learning and Teaching”, HoLLT) wenn nicht begründen, so doch maß- geblich begleiten, denn bisher sei die Forschung an verschiedenen Stellen getrennt und unkoordiniert betrieben worden (I: 3–4). Mit diesem Werk werde HoLLT etabliert oder gar zu einer Disziplin erweitert (I: 5).’ — Helmut Glück, Historiographia Linguistica 46.1, 2019, 208-17 (full text online)
‘As far as I know, this three-volume collection is the first-ever attempt at a comparative and truly global history of our discipline... The three volumes just discussed constitute a treasure trove to the riches of which a single reviewer can do scant justice.’ — Arthur van Essen, ELT Journal74.1, January 2020, 89-93
‘The three volumes of The History of Language Learning and Teaching offer a significant contribution to the emerging interdisciplinary, intercultural and plurilinguistic research area of historical foreign language didactics... a very stimulating and rich mosaic of FLT history.’ — Britta Juska-Bacher, Paedagogica Historica online, 25 Nov 2020 (full text online)
‘Edited collections of this breadth and quality are rare and these three volumes make an important and vitalising contribution to the multidisciplinary field of HoLLT. The extensive range of case studies provides a highly readable and scholarly reference which will be undoubtedly valued by language teachers and students and researchers of language and education historiography.’ — Simon Coffey, Language & History 31 Mar 2020 (full text online)
Contents:
i-vi
The History of Language Learning and Teaching I: The History of Language Learning and Teaching I Nicola McLelland, Richard Smith
McLelland, Nicola, and Smith, Richard, ‘The History of Language Learning and Teaching I: The History of Language Learning and Teaching I’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. i–vi
First footnote reference:35 Nicola McLelland, Richard Smith, ‘The History of Language Learning and Teaching I: The History of Language Learning and Teaching I’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. i–vi, p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
McLelland, Nicola, and Smith, Richard. 2018. ‘The History of Language Learning and Teaching I: The History of Language Learning and Teaching I’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. i–vi
Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21).
Example footnote reference:35 McLelland and Smith 2018: 21.
McLelland, Nicola, and Smith, Richard, ‘Table of Contents’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. vii–viii
First footnote reference:35 Nicola McLelland, Richard Smith, ‘Table of Contents’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. vii–viii, p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
McLelland, Nicola, and Smith, Richard. 2018. ‘Table of Contents’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. vii–viii
Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21).
Example footnote reference:35 McLelland and Smith 2018: 21.
McLelland, Nicola, and Smith, Richard, ‘Acknowledgments’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. ix–x
First footnote reference:35 Nicola McLelland, Richard Smith, ‘Acknowledgments’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. ix–x, p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
McLelland, Nicola, and Smith, Richard. 2018. ‘Acknowledgments’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. ix–x
Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21).
Example footnote reference:35 McLelland and Smith 2018: 21.
McLelland, Nicola, and Smith, Richard, ‘Introduction Establishing Hollt: the History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–19
First footnote reference:35 Nicola McLelland, Richard Smith, ‘Introduction Establishing Hollt: the History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–19, p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
McLelland, Nicola, and Smith, Richard. 2018. ‘Introduction Establishing Hollt: the History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 1–19
Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21).
Example footnote reference:35 McLelland and Smith 2018: 21.
Reinfried, Marcus, ‘Chapter 1 the Historiography of Modern Language Teaching: From National Views To A European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 20–32
First footnote reference:35 Marcus Reinfried, ‘Chapter 1 the Historiography of Modern Language Teaching: From National Views To A European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 20–32, p. 21.
Subsequent footnote reference:37 Reinfried, p. 47.
Reinfried, Marcus. 2018. ‘Chapter 1 the Historiography of Modern Language Teaching: From National Views To A European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 20–32
Example citation: ‘A quotation occurring on page 21 of this work’ (Reinfried 2018: 21).
Critten, Rory G., ‘Chapter 2 French Didactics in Late Medieval and Early Modern England: Thinking Historically About Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 33–51
First footnote reference:35 Rory G. Critten, ‘Chapter 2 French Didactics in Late Medieval and Early Modern England: Thinking Historically About Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 33–51, p. 21.
Critten, Rory G.. 2018. ‘Chapter 2 French Didactics in Late Medieval and Early Modern England: Thinking Historically About Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 33–51
Example citation: ‘A quotation occurring on page 21 of this work’ (Critten 2018: 21).
Luhtala, Anneli, ‘Chapter 3 Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises On Syntax From Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 52–66
First footnote reference:35 Anneli Luhtala, ‘Chapter 3 Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises On Syntax From Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 52–66, p. 21.
Luhtala, Anneli. 2018. ‘Chapter 3 Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises On Syntax From Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 52–66
Example citation: ‘A quotation occurring on page 21 of this work’ (Luhtala 2018: 21).
Chapter 4 the Use of Dialogues in Teaching Foreign Languages (sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England Javier Villoria-Prieto, Javier Suso López
Villoria-Prieto, Javier, and López, Javier Suso, ‘Chapter 4 the Use of Dialogues in Teaching Foreign Languages (sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 67–82
First footnote reference:35 Javier Villoria-Prieto, Javier Suso López, ‘Chapter 4 the Use of Dialogues in Teaching Foreign Languages (sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 67–82, p. 21.
Subsequent footnote reference:37 Villoria-Prieto and López, p. 47.
Villoria-Prieto, Javier, and López, Javier Suso. 2018. ‘Chapter 4 the Use of Dialogues in Teaching Foreign Languages (sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 67–82
Example citation: ‘A quotation occurring on page 21 of this work’ (Villoria-Prieto and López 2018: 21).
Example footnote reference:35 Villoria-Prieto and López 2018: 21.
Viémon, Marc, ‘Chapter 5 Histoire De Quelques Règles De Prononciation Pour Savoir Lire Le Français: De Berlaimont (1527) À Reixac I Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 83–95
First footnote reference:35 Marc Viémon, ‘Chapter 5 Histoire De Quelques Règles De Prononciation Pour Savoir Lire Le Français: De Berlaimont (1527) À Reixac I Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 83–95, p. 21.
Viémon, Marc. 2018. ‘Chapter 5 Histoire De Quelques Règles De Prononciation Pour Savoir Lire Le Français: De Berlaimont (1527) À Reixac I Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 83–95
Example citation: ‘A quotation occurring on page 21 of this work’ (Viémon 2018: 21).
Randén, Suvi, ‘Chapter 6 Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 96–109
First footnote reference:35 Suvi Randén, ‘Chapter 6 Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 96–109, p. 21.
Randén, Suvi. 2018. ‘Chapter 6 Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 96–109
Example citation: ‘A quotation occurring on page 21 of this work’ (Randén 2018: 21).
Fidlerová, Alena A., ‘Chapter 7 Teaching Czech in A Plurilingual Community in the Age of Enlightenment: the Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 110–28
First footnote reference:35 Alena A. Fidlerová, ‘Chapter 7 Teaching Czech in A Plurilingual Community in the Age of Enlightenment: the Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 110–28, p. 21.
Subsequent footnote reference:37 Fidlerová, p. 47.
Fidlerová, Alena A.. 2018. ‘Chapter 7 Teaching Czech in A Plurilingual Community in the Age of Enlightenment: the Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 110–28
Example citation: ‘A quotation occurring on page 21 of this work’ (Fidlerová 2018: 21).
Chapter 8 Native Tongues and Foreign Languages in the Education of the Russian Nobility: the Case of the Noble Cadet Corps (1730s-1760s) Vladislav Rjéoutski
Rjéoutski, Vladislav, ‘Chapter 8 Native Tongues and Foreign Languages in the Education of the Russian Nobility: the Case of the Noble Cadet Corps (1730s-1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 129–44
First footnote reference:35 Vladislav Rjéoutski, ‘Chapter 8 Native Tongues and Foreign Languages in the Education of the Russian Nobility: the Case of the Noble Cadet Corps (1730s-1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 129–44, p. 21.
Subsequent footnote reference:37 Rjéoutski, p. 47.
Rjéoutski, Vladislav. 2018. ‘Chapter 8 Native Tongues and Foreign Languages in the Education of the Russian Nobility: the Case of the Noble Cadet Corps (1730s-1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 129–44
Example citation: ‘A quotation occurring on page 21 of this work’ (Rjéoutski 2018: 21).
Cuevas, Manuel Bruña, ‘Chapter 9 Veneroni En Espagne: L” Explicación De La Gramática Francesa (madrid, 1728) D’antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–55
First footnote reference:35 Manuel Bruña Cuevas, ‘Chapter 9 Veneroni En Espagne: L” Explicación De La Gramática Francesa (madrid, 1728) D’antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–55, p. 21.
Cuevas, Manuel Bruña. 2018. ‘Chapter 9 Veneroni En Espagne: L” Explicación De La Gramática Francesa (madrid, 1728) D’antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 145–55
Example citation: ‘A quotation occurring on page 21 of this work’ (Cuevas 2018: 21).
Gasperin, Vilma De, ‘Chapter 10 Giuseppe Baretti’s Multifarious Approach To Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 156–72
First footnote reference:35 Vilma De Gasperin, ‘Chapter 10 Giuseppe Baretti’s Multifarious Approach To Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 156–72, p. 21.
Gasperin, Vilma De. 2018. ‘Chapter 10 Giuseppe Baretti’s Multifarious Approach To Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 156–72
Example citation: ‘A quotation occurring on page 21 of this work’ (Gasperin 2018: 21).
Fonseca, Maria do Céu, ‘Chapter 11 Londres Et Les Britanniques Dans L’ancienne Grammaticographie Du Portugais Langue Étrangère (xviie–xixe Siècles)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 173–91
First footnote reference:35 Maria do Céu Fonseca, ‘Chapter 11 Londres Et Les Britanniques Dans L’ancienne Grammaticographie Du Portugais Langue Étrangère (xviie–xixe Siècles)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 173–91, p. 21.
Fonseca, Maria do Céu. 2018. ‘Chapter 11 Londres Et Les Britanniques Dans L’ancienne Grammaticographie Du Portugais Langue Étrangère (xviie–xixe Siècles)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 173–91
Example citation: ‘A quotation occurring on page 21 of this work’ (Fonseca 2018: 21).
McLelland, Nicola, and Smith, Richard, ‘Index’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 192–204
First footnote reference:35 Nicola McLelland, Richard Smith, ‘Index’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 192–204, p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
McLelland, Nicola, and Smith, Richard. 2018. ‘Index’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 192–204
Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21).
Example footnote reference:35 McLelland and Smith 2018: 21.
McLelland, Nicola, and Richard Smith (eds), The History of Language Learning and Teaching I: 16th-18th Century Europe (Cambridge: Legenda, 2018)
First footnote reference:35The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), p. 21.
Subsequent footnote reference:37 McLelland and Smith, p. 47.
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