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.
The chapters in Volume II present case studies from the period when modern languages became established in school curricula across Europe and when modern language teaching became professionalized. The chapters consider 19th-century innovations in Europe including the Reform Movement and its precursors, as well as developments in policy and practice in the 20th century.
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 Journal Advance publication online
Contents:
i-vi
The History of Language Learning and Teaching II: The History of Language Learning and Teaching II Nicola McLelland, Richard Smith
McLelland, Nicola, and Smith, Richard, ‘The History of Language Learning and Teaching II: The History of Language Learning and Teaching II’, in The History of Language Learning and Teaching II: 19th-20th 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 II: The History of Language Learning and Teaching II’, in The History of Language Learning and Teaching II: 19th-20th 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 II: The History of Language Learning and Teaching II’, in The History of Language Learning and Teaching II: 19th-20th 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 II: 19th-20th 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 II: 19th-20th 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 II: 19th-20th 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 II: 19th-20th 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 II: 19th-20th 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 II: 19th-20th 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.
Chapter 1 From ‘Glittering Gibberish’ To the ‘Mere Jabbering’ of A Bonne: the Problem of the ‘Oral’ in the Learning and Teaching of French in Eighteenth- and Nineteenth-Century England Michèle Cohen
Cohen, Michèle, ‘Chapter 1 From “Glittering Gibberish” To the “Mere Jabbering” of A Bonne: the Problem of the “Oral” in the Learning and Teaching of French in Eighteenth- and Nineteenth-Century England’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–20
First footnote reference:35 Michèle Cohen, ‘Chapter 1 From “Glittering Gibberish” To the “Mere Jabbering” of A Bonne: the Problem of the “Oral” in the Learning and Teaching of French in Eighteenth- and Nineteenth-Century England’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–20, p. 21.
Cohen, Michèle. 2018. ‘Chapter 1 From “Glittering Gibberish” To the “Mere Jabbering” of A Bonne: the Problem of the “Oral” in the Learning and Teaching of French in Eighteenth- and Nineteenth-Century England’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 1–20
Example citation: ‘A quotation occurring on page 21 of this work’ (Cohen 2018: 21).
Kirk, Sonya, ‘Chapter 2 Grammar-Translation: Tradition Or Innovation?’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 21–33
First footnote reference:35 Sonya Kirk, ‘Chapter 2 Grammar-Translation: Tradition Or Innovation?’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 21–33, p. 21.
Kirk, Sonya. 2018. ‘Chapter 2 Grammar-Translation: Tradition Or Innovation?’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 21–33
Example citation: ‘A quotation occurring on page 21 of this work’ (Kirk 2018: 21).
Provata, Despina, ‘Chapter 3 Ioannis Carassoutsas (1824–1873): Médiateur Culturel, Professeur Et Auteur De Manuels Pour L’enseignement Du Français’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 34–46
First footnote reference:35 Despina Provata, ‘Chapter 3 Ioannis Carassoutsas (1824–1873): Médiateur Culturel, Professeur Et Auteur De Manuels Pour L’enseignement Du Français’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 34–46, p. 21.
Provata, Despina. 2018. ‘Chapter 3 Ioannis Carassoutsas (1824–1873): Médiateur Culturel, Professeur Et Auteur De Manuels Pour L’enseignement Du Français’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 34–46
Example citation: ‘A quotation occurring on page 21 of this work’ (Provata 2018: 21).
Chapter 4 Manuels Scolaires De Français Écrits Par Des Grecs Pour Des Grecs Au 19e Siècle. Étude De Cas: Un Manuel De Georges Theocharopoulos Constantin (Konstantinos) Mytaloulis
Mytaloulis, Constantin (Konstantinos), ‘Chapter 4 Manuels Scolaires De Français Écrits Par Des Grecs Pour Des Grecs Au 19e Siècle. Étude De Cas: Un Manuel De Georges Theocharopoulos’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 47–62
First footnote reference:35 Constantin (Konstantinos) Mytaloulis, ‘Chapter 4 Manuels Scolaires De Français Écrits Par Des Grecs Pour Des Grecs Au 19e Siècle. Étude De Cas: Un Manuel De Georges Theocharopoulos’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 47–62, p. 21.
Subsequent footnote reference:37 Mytaloulis, p. 47.
Mytaloulis, Constantin (Konstantinos). 2018. ‘Chapter 4 Manuels Scolaires De Français Écrits Par Des Grecs Pour Des Grecs Au 19e Siècle. Étude De Cas: Un Manuel De Georges Theocharopoulos’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 47–62
Example citation: ‘A quotation occurring on page 21 of this work’ (Mytaloulis 2018: 21).
Example footnote reference:35 Mytaloulis 2018: 21.
Turcan, Olga, ‘Chapter 5 La Langue Française En Moldavie: Entre Héritage Et Tradition’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 63–75
First footnote reference:35 Olga Turcan, ‘Chapter 5 La Langue Française En Moldavie: Entre Héritage Et Tradition’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 63–75, p. 21.
Turcan, Olga. 2018. ‘Chapter 5 La Langue Française En Moldavie: Entre Héritage Et Tradition’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 63–75
Example citation: ‘A quotation occurring on page 21 of this work’ (Turcan 2018: 21).
Giesler, Tim, ‘Chapter 6 To Kill Two Birds With One Stone: Combining Language and Content Since the Nineteenth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 76–86
First footnote reference:35 Tim Giesler, ‘Chapter 6 To Kill Two Birds With One Stone: Combining Language and Content Since the Nineteenth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 76–86, p. 21.
Giesler, Tim. 2018. ‘Chapter 6 To Kill Two Birds With One Stone: Combining Language and Content Since the Nineteenth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 76–86
Example citation: ‘A quotation occurring on page 21 of this work’ (Giesler 2018: 21).
Chapter 7 ‘Let Girls Chat About the Weather and Walks’: English Language Education at Girls’ Secondary Schools in Nineteenth-Century Germany Sabine Doff
Doff, Sabine, ‘Chapter 7 “Let Girls Chat About the Weather and Walks”: English Language Education at Girls” Secondary Schools in Nineteenth-Century Germany’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 87–97
First footnote reference:35 Sabine Doff, ‘Chapter 7 “Let Girls Chat About the Weather and Walks”: English Language Education at Girls” Secondary Schools in Nineteenth-Century Germany’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 87–97, p. 21.
Doff, Sabine. 2018. ‘Chapter 7 “Let Girls Chat About the Weather and Walks”: English Language Education at Girls” Secondary Schools in Nineteenth-Century Germany’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 87–97
Example citation: ‘A quotation occurring on page 21 of this work’ (Doff 2018: 21).
Extermann, Blaise, ‘Chapter 8 L’allemand Scolaire En Suisse Romande Entre Langues Nationales, Langues Internationales Et Dialectes (xixe–xxie Siècles)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 98–112
First footnote reference:35 Blaise Extermann, ‘Chapter 8 L’allemand Scolaire En Suisse Romande Entre Langues Nationales, Langues Internationales Et Dialectes (xixe–xxie Siècles)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 98–112, p. 21.
Subsequent footnote reference:37 Extermann, p. 47.
Extermann, Blaise. 2018. ‘Chapter 8 L’allemand Scolaire En Suisse Romande Entre Langues Nationales, Langues Internationales Et Dialectes (xixe–xxie Siècles)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 98–112
Example citation: ‘A quotation occurring on page 21 of this work’ (Extermann 2018: 21).
Chapter 9 An Overview of the History of German Language Learning and Teaching in the Iberian Peninsula, With A Particular Focus On Textbooks For German As A Language For Special Purposes (lsp) in Spain Bernd Marizzi
Marizzi, Bernd, ‘Chapter 9 An Overview of the History of German Language Learning and Teaching in the Iberian Peninsula, With A Particular Focus On Textbooks For German As A Language For Special Purposes (lsp) in Spain’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 113–26
First footnote reference:35 Bernd Marizzi, ‘Chapter 9 An Overview of the History of German Language Learning and Teaching in the Iberian Peninsula, With A Particular Focus On Textbooks For German As A Language For Special Purposes (lsp) in Spain’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 113–26, p. 21.
Marizzi, Bernd. 2018. ‘Chapter 9 An Overview of the History of German Language Learning and Teaching in the Iberian Peninsula, With A Particular Focus On Textbooks For German As A Language For Special Purposes (lsp) in Spain’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 113–26
Example citation: ‘A quotation occurring on page 21 of this work’ (Marizzi 2018: 21).
Lorch, Marjorie Perlman, ‘Chapter 10 Investigating the Biographical Sources of Thomas Prendergast’s (1807–1886) Innovation in Language Learning’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 127–44
First footnote reference:35 Marjorie Perlman Lorch, ‘Chapter 10 Investigating the Biographical Sources of Thomas Prendergast’s (1807–1886) Innovation in Language Learning’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 127–44, p. 21.
Lorch, Marjorie Perlman. 2018. ‘Chapter 10 Investigating the Biographical Sources of Thomas Prendergast’s (1807–1886) Innovation in Language Learning’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 127–44
Example citation: ‘A quotation occurring on page 21 of this work’ (Lorch 2018: 21).
Linn, Andrew R., ‘Chapter 11 Modern Foreign Languages Get A Voice: the Role of Journals in the Reform Movement’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–60
First footnote reference:35 Andrew R. Linn, ‘Chapter 11 Modern Foreign Languages Get A Voice: the Role of Journals in the Reform Movement’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–60, p. 21.
Linn, Andrew R.. 2018. ‘Chapter 11 Modern Foreign Languages Get A Voice: the Role of Journals in the Reform Movement’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 145–60
Example citation: ‘A quotation occurring on page 21 of this work’ (Linn 2018: 21).
Ashby, Michael, and Przedlacka, Joanna, ‘Chapter 12 Technology and Pronunciation Teaching, 1890–1940’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 161–78
First footnote reference:35 Michael Ashby, Joanna Przedlacka, ‘Chapter 12 Technology and Pronunciation Teaching, 1890–1940’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 161–78, p. 21.
Subsequent footnote reference:37 Ashby and Przedlacka, p. 47.
Ashby, Michael, and Przedlacka, Joanna. 2018. ‘Chapter 12 Technology and Pronunciation Teaching, 1890–1940’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 161–78
Example citation: ‘A quotation occurring on page 21 of this work’ (Ashby and Przedlacka 2018: 21).
Example footnote reference:35 Ashby and Przedlacka 2018: 21.
Campo, Luis G. Martínez Del, ‘Chapter 13 A Utilitarian Subject: the Introduction of Spanish Language in British Schools in the Early Twentieth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 179–95
First footnote reference:35 Luis G. Martínez Del Campo, ‘Chapter 13 A Utilitarian Subject: the Introduction of Spanish Language in British Schools in the Early Twentieth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 179–95, p. 21.
Campo, Luis G. Martínez Del. 2018. ‘Chapter 13 A Utilitarian Subject: the Introduction of Spanish Language in British Schools in the Early Twentieth Century’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 179–95
Example citation: ‘A quotation occurring on page 21 of this work’ (Campo 2018: 21).
Protassova, Ekaterina, ‘Chapter 14 Teaching Second Languages at Pre-School Age: the Russian Experience’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 196–216
First footnote reference:35 Ekaterina Protassova, ‘Chapter 14 Teaching Second Languages at Pre-School Age: the Russian Experience’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 196–216, p. 21.
Subsequent footnote reference:37 Protassova, p. 47.
Protassova, Ekaterina. 2018. ‘Chapter 14 Teaching Second Languages at Pre-School Age: the Russian Experience’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 196–216
Example citation: ‘A quotation occurring on page 21 of this work’ (Protassova 2018: 21).
Example footnote reference:35 Protassova 2018: 21.
Hidden, Marie-Odile, ‘Chapter 15 La Place De L’écrit Dans La Méthode Structuro-Globale Audiovisuelle (sgav)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 217–30
First footnote reference:35 Marie-Odile Hidden, ‘Chapter 15 La Place De L’écrit Dans La Méthode Structuro-Globale Audiovisuelle (sgav)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 217–30, p. 21.
Hidden, Marie-Odile. 2018. ‘Chapter 15 La Place De L’écrit Dans La Méthode Structuro-Globale Audiovisuelle (sgav)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 217–30
Example citation: ‘A quotation occurring on page 21 of this work’ (Hidden 2018: 21).
Pedrazzini, Luciana, ‘Chapter 16 the Spread of Communicative Language Teaching: Elt in Italy in the 1980s and 1990s’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 231–45
First footnote reference:35 Luciana Pedrazzini, ‘Chapter 16 the Spread of Communicative Language Teaching: Elt in Italy in the 1980s and 1990s’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 231–45, p. 21.
Subsequent footnote reference:37 Pedrazzini, p. 47.
Pedrazzini, Luciana. 2018. ‘Chapter 16 the Spread of Communicative Language Teaching: Elt in Italy in the 1980s and 1990s’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 231–45
Example citation: ‘A quotation occurring on page 21 of this work’ (Pedrazzini 2018: 21).
Example footnote reference:35 Pedrazzini 2018: 21.
Nava, Andrea, ‘Chapter 17 A Return To Grammar Amid the Communicative “Revolution”: Italian Pedagogical Grammar Books For Efl Students (1980–2000)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 246–59
First footnote reference:35 Andrea Nava, ‘Chapter 17 A Return To Grammar Amid the Communicative “Revolution”: Italian Pedagogical Grammar Books For Efl Students (1980–2000)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 246–59, p. 21.
Nava, Andrea. 2018. ‘Chapter 17 A Return To Grammar Amid the Communicative “Revolution”: Italian Pedagogical Grammar Books For Efl Students (1980–2000)’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 246–59
Example citation: ‘A quotation occurring on page 21 of this work’ (Nava 2018: 21).
Criado, Raquel, ‘Chapter 18 A Diachronic-Comparative Analysis of Three Foreign Language Teaching Manuals From the Perspective of Skill Acquisition Theory’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 260–75
First footnote reference:35 Raquel Criado, ‘Chapter 18 A Diachronic-Comparative Analysis of Three Foreign Language Teaching Manuals From the Perspective of Skill Acquisition Theory’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 260–75, p. 21.
Criado, Raquel. 2018. ‘Chapter 18 A Diachronic-Comparative Analysis of Three Foreign Language Teaching Manuals From the Perspective of Skill Acquisition Theory’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 260–75
Example citation: ‘A quotation occurring on page 21 of this work’ (Criado 2018: 21).
Scott, James, ‘Chapter 19 the Impact of Governance On Modern Languages in Scottish Schools, 1962–2014’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 276–92
First footnote reference:35 James Scott, ‘Chapter 19 the Impact of Governance On Modern Languages in Scottish Schools, 1962–2014’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 276–92, p. 21.
Scott, James. 2018. ‘Chapter 19 the Impact of Governance On Modern Languages in Scottish Schools, 1962–2014’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 276–92
Example citation: ‘A quotation occurring on page 21 of this work’ (Scott 2018: 21).
Chapter 20 Pioneering, Consolidating and Monitoring: the Development of French Language Learning in England, 1960s–2000s, From the Perspective of A Middle-School Teacher John Daniels
Daniels, John, ‘Chapter 20 Pioneering, Consolidating and Monitoring: the Development of French Language Learning in England, 1960s–2000s, From the Perspective of A Middle-School Teacher’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 293–306
First footnote reference:35 John Daniels, ‘Chapter 20 Pioneering, Consolidating and Monitoring: the Development of French Language Learning in England, 1960s–2000s, From the Perspective of A Middle-School Teacher’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 293–306, p. 21.
Daniels, John. 2018. ‘Chapter 20 Pioneering, Consolidating and Monitoring: the Development of French Language Learning in England, 1960s–2000s, From the Perspective of A Middle-School Teacher’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 293–306
Example citation: ‘A quotation occurring on page 21 of this work’ (Daniels 2018: 21).
McLelland, Nicola, and Smith, Richard, ‘Index’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 307–20
First footnote reference:35 Nicola McLelland, Richard Smith, ‘Index’, in The History of Language Learning and Teaching II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 307–20, 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 II: 19th-20th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 307–20
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 II: 19th-20th Century Europe (Cambridge: Legenda, 2018)
First footnote reference:35The History of Language Learning and Teaching II: 19th-20th 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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