The History of Language Learning and Teaching I
16th-18th Century Europe

Edited by Nicola McLelland and Richard Smith

Legenda (General Series) vol 1 of 3

Legenda

30 September 2018  •  214pp

ISBN: 978-1-781886-98-4 (hardback)  •  RRP £75, $99, €85

ISBN: 978-1-781883-69-3 (paperback, 7 October 2020  )  •  RRP £9.99, $12.50, €12.50

ISBN: 978-1-781883-70-9 (JSTOR ebook)

Access online: Books@JSTOR

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In addition to its original library hardback edition, this title is now on sale in the new student-priced Legenda paperback range.


This is volume 1 of 3. See also volume 2 here and volume 3 here.


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.

Download: Introduction to the History (PDF)

Reviews:

  • ‘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 Journal Advance publication online

Contents:

i-vi
The History of Language Learning and Teaching I: The History of Language Learning and Teaching I
Nicola McLelland, Richard Smith
Cite
vii-viii
Table of Contents
Nicola McLelland, Richard Smith
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ix-x
Acknowledgments
Nicola McLelland, Richard Smith
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1-19
Introduction Establishing Hollt: the History of Language Learning and Teaching
Nicola McLelland, Richard Smith
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20-32
Chapter 1 the Historiography of Modern Language Teaching: From National Views To A European Perspective
Marcus Reinfried
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33-51
Chapter 2 French Didactics in Late Medieval and Early Modern England: Thinking Historically About Method
Rory G. Critten
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52-66
Chapter 3 Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises On Syntax From Early Modern England
Anneli Luhtala
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67-82
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
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83-95
Chapter 5 Histoire De Quelques Règles De Prononciation Pour Savoir Lire Le Français: De Berlaimont (1527) À Reixac I Carbó (1749)
Marc Viémon
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96-109
Chapter 6 Latin Schoolbooks in Late Seventeenth-Century Finland
Suvi Randén
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110-128
Chapter 7 Teaching Czech in A Plurilingual Community in the Age of Enlightenment: the Case of František Jan Tomsa
Alena A. Fidlerová
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129-144
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
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145-155
Chapter 9 Veneroni En Espagne: L’ Explicación De La Gramática Francesa (madrid, 1728) D’antoine Courville
Manuel Bruña Cuevas
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156-172
Chapter 10 Giuseppe Baretti’s Multifarious Approach To Learning Italian in Eighteenth-Century Britain
Vilma De Gasperin
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173-191
Chapter 11 Londres Et Les Britanniques Dans L’ancienne Grammaticographie Du Portugais Langue Étrangère (xviie–xixe Siècles)
Maria do Céu Fonseca
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192-204
Index
Nicola McLelland, Richard Smith
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Bibliography entry:

McLelland, Nicola, and Richard Smith (eds), The History of Language Learning and Teaching I: 16th-18th Century Europe (Cambridge: Legenda, 2018)

First footnote reference: 35 The 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.

(To see how these citations were worked out, follow this link.)

Bibliography entry:

McLelland, Nicola, and Richard Smith (eds). 2018. The History of Language Learning and Teaching I: 16th-18th Century Europe (Cambridge: Legenda)

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.

(To see how these citations were worked out, follow this link.)


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