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 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)
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 doi:10.2307/j.ctv16km1gp.4
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 doi:10.2307/j.ctv16km1gp.7
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 doi:10.2307/j.ctv16km1gp.12
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 doi:10.2307/j.ctv16km1gp.23