The History of Language Learning and Teaching II
19th-20th Century Europe

Edited by Nicola McLelland and Richard Smith

Legenda (General Series) vol 2 of 3


30 September 2018  •  330pp

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

ISBN: 978-1-781883-72-3 (paperback, 7 October 2020  )  •  RRP £12.49, $14.99, €14.99

ISBN: 978-1-781883-73-0 (JSTOR ebook)

Access online: Books@JSTOR


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 2 of 3. See also volume 1 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.

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.

Download: Introduction to the History, excerpted from Volume I (PDF)


  • ‘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 74.1, 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)


The History of Language Learning and Teaching II: The History of Language Learning and Teaching II
Nicola McLelland, Richard Smith
Table of Contents
Nicola McLelland, Richard Smith
Nicola McLelland, Richard Smith
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
Chapter 2 Grammar-Translation: Tradition Or Innovation?
Sonya Kirk
Chapter 3 Ioannis Carassoutsas (1824–1873): Médiateur Culturel, Professeur Et Auteur De Manuels Pour L’enseignement Du Français
Despina Provata
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
Chapter 5 La Langue Française En Moldavie: Entre Héritage Et Tradition
Olga Turcan
Chapter 6 To Kill Two Birds With One Stone: Combining Language and Content Since the Nineteenth Century
Tim Giesler
Chapter 7 ‘Let Girls Chat About the Weather and Walks’: English Language Education at Girls’ Secondary Schools in Nineteenth-Century Germany
Sabine Doff
Chapter 8 L’allemand Scolaire En Suisse Romande Entre Langues Nationales, Langues Internationales Et Dialectes (xixe–xxie Siècles)
Blaise Extermann
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
Chapter 10 Investigating the Biographical Sources of Thomas Prendergast’s (1807–1886) Innovation in Language Learning
Marjorie Perlman Lorch
Chapter 11 Modern Foreign Languages Get A Voice: the Role of Journals in the Reform Movement
Andrew R. Linn
Chapter 12 Technology and Pronunciation Teaching, 1890–1940
Michael Ashby, Joanna Przedlacka
Chapter 13 A Utilitarian Subject: the Introduction of Spanish Language in British Schools in the Early Twentieth Century
Luis G. Martínez Del Campo
Chapter 14 Teaching Second Languages at Pre-School Age: the Russian Experience
Ekaterina Protassova
Chapter 15 La Place De L’écrit Dans La Méthode Structuro-Globale Audiovisuelle (sgav)
Marie-Odile Hidden
Chapter 16 the Spread of Communicative Language Teaching: Elt in Italy in the 1980s and 1990s
Luciana Pedrazzini
Chapter 17 A Return To Grammar Amid the Communicative ‘Revolution’: Italian Pedagogical Grammar Books For Efl Students (1980–2000)
Andrea Nava
Chapter 18 A Diachronic-Comparative Analysis of Three Foreign Language Teaching Manuals From the Perspective of Skill Acquisition Theory
Raquel Criado
Chapter 19 the Impact of Governance On Modern Languages in Scottish Schools, 1962–2014
James Scott
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
Nicola McLelland, Richard Smith

Bibliography entry:

McLelland, Nicola, and Richard Smith (eds), The History of Language Learning and Teaching II: 19th-20th Century Europe (Cambridge: Legenda, 2018)

First footnote reference: 35 The 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.

(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 II: 19th-20th 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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