Alberto Lombardero Caparrós (Badalona, Catalonia, 1968) earned his PhD in English Applied Linguistics with a cum laude and European mention in 2015, from University Rovira i Virgili, Tarragona. He has studied and worked both in Scotland (University of Aberdeen) and England (University of Warwick). Since 2017, he is a lecturer of English at the private University CESAG (Centro de Educación Superior Alberta Giménez). His principal research interests are English language teaching methodologies and the historiography of English language teaching in Spain. He has published on the history of ELT in Spain in Language and History, Documents pour l'histoire du français langue étrangère ou seconde, and Signo y Seña. He is currently involved in a forthcoming online publication on the history of translation and foreign language teaching in nineteenth-century Spain.

• Introduction 1. The significance of the historiography of foreign language teaching 2. Approaches 3. Publications on the historiography of foreign language teaching in Spain 4. The historiography of English language teaching in Spain: A retrospective 5. Methodology of the present work CHAPTER 1: The inception of ELT in Spain (1769-1850) 1.1. Political and socio-cultural framework 1.2. The socio-cultural context 1.3. European foreign language teaching framework 1.4. The origins of ELT in Spain: where and how 1.4.1. Where was English taught between 1769 and 1850? 1.4.2. How was English taught? 1.5. Conclusion CHAPTER 2: ELT in Spain (1850-1910), further development 2.1. Introduction 2.2. Spain 2.2.1. Official legislation: Public instruction and Commercial Studies 2.2.2. Authors and their manuals: underlying foreign language methods 2.2.3. Institutions and private academies 2.2.4. Theoretical works on ELT in Spain 2.3. Conclusion CHAPTER 3: ELT in Spain between 1910 and 1970 3.1. Introduction 3.2. The new actors in ELT: Britain and the USA 3.2.1. Harold Edward Palmer 3.2.2. Albert Sydney Hornby 3.2.3. Michael Philip West 3.2.4. Charles Carpenter Fries 3.3. Europe and Spain in the 1950s and 1960s: so close and so far away 3.4. The Spanish tradition 3.4.1. ELT in Spain between 1910 and 1970: Official legislation 3.5. ELT in Spain between 1910 and 1970: The private sector 3.5.1. Private academies 3.6. Overview of English manuals in Spain between 1910 and 1970 3.7. Teaching English beyond manuals: the exceptional cases of Juan Carrión and Patricia Shaw Fairman 3.7.1. Juan Carrión and The Beatles 3.7.2. English through the theatre 3.8. Conclusion, Bibliography, Appendix I, Appendix II, Index.

Alberto Lombardero Caparrós (Badalona, Catalonia, 1968) earned his PhD in English Applied Linguistics with a cum laude and European mention in 2015, from University Rovira i Virgili, Tarragona. He has studied and worked both in Scotland (University of Aberdeen) and England (University of Warwick). Since 2017, he is a lecturer of English at the private University CESAG (Centro de Educación Superior Alberta Giménez). His principal research interests are English language teaching methodologies and the historiography of English language teaching in Spain. He has published on the history of ELT in Spain in Language and History, Documents pour l'histoire du français langue étrangère ou seconde, and Signo y Seña. He is currently involved in a forthcoming online publication on the history of translation and foreign language teaching in nineteenth-century Spain.

• Introduction 1. The significance of the historiography of foreign language teaching 2. Approaches 3. Publications on the historiography of foreign language teaching in Spain 4. The historiography of English language teaching in Spain: A retrospective 5. Methodology of the present work CHAPTER 1: The inception of ELT in Spain (1769-1850) 1.1. Political and socio-cultural framework 1.2. The socio-cultural context 1.3. European foreign language teaching framework 1.4. The origins of ELT in Spain: where and how 1.4.1. Where was English taught between 1769 and 1850? 1.4.2. How was English taught? 1.5. Conclusion CHAPTER 2: ELT in Spain (1850-1910), further development 2.1. Introduction 2.2. Spain 2.2.1. Official legislation: Public instruction and Commercial Studies 2.2.2. Authors and their manuals: underlying foreign language methods 2.2.3. Institutions and private academies 2.2.4. Theoretical works on ELT in Spain 2.3. Conclusion CHAPTER 3: ELT in Spain between 1910 and 1970 3.1. Introduction 3.2. The new actors in ELT: Britain and the USA 3.2.1. Harold Edward Palmer 3.2.2. Albert Sydney Hornby 3.2.3. Michael Philip West 3.2.4. Charles Carpenter Fries 3.3. Europe and Spain in the 1950s and 1960s: so close and so far away 3.4. The Spanish tradition 3.4.1. ELT in Spain between 1910 and 1970: Official legislation 3.5. ELT in Spain between 1910 and 1970: The private sector 3.5.1. Private academies 3.6. Overview of English manuals in Spain between 1910 and 1970 3.7. Teaching English beyond manuals: the exceptional cases of Juan Carrión and Patricia Shaw Fairman 3.7.1. Juan Carrión and The Beatles 3.7.2. English through the theatre 3.8. Conclusion, Bibliography, Appendix I, Appendix II, Index.

Alberto Lombardero Caparrós (Badalona, Catalonia, 1968) earned his PhD in English Applied Linguistics with a cum laude and European mention in 2015, from University Rovira i Virgili, Tarragona. He has studied and worked both in Scotland (University of Aberdeen) and England (University of Warwick). Since 2017, he is a lecturer of English at the private University CESAG (Centro de Educación Superior Alberta Giménez). His principal research interests are English language teaching methodologies and the historiography of English language teaching in Spain. He has published on the history of ELT in Spain in Language and History, Documents pour l'histoire du français langue étrangère ou seconde, and Signo y Seña. He is currently involved in a forthcoming online publication on the history of translation and foreign language teaching in nineteenth-century Spain.

• Introduction 1. The significance of the historiography of foreign language teaching 2. Approaches 3. Publications on the historiography of foreign language teaching in Spain 4. The historiography of English language teaching in Spain: A retrospective 5. Methodology of the present work CHAPTER 1: The inception of ELT in Spain (1769-1850) 1.1. Political and socio-cultural framework 1.2. The socio-cultural context 1.3. European foreign language teaching framework 1.4. The origins of ELT in Spain: where and how 1.4.1. Where was English taught between 1769 and 1850? 1.4.2. How was English taught? 1.5. Conclusion CHAPTER 2: ELT in Spain (1850-1910), further development 2.1. Introduction 2.2. Spain 2.2.1. Official legislation: Public instruction and Commercial Studies 2.2.2. Authors and their manuals: underlying foreign language methods 2.2.3. Institutions and private academies 2.2.4. Theoretical works on ELT in Spain 2.3. Conclusion CHAPTER 3: ELT in Spain between 1910 and 1970 3.1. Introduction 3.2. The new actors in ELT: Britain and the USA 3.2.1. Harold Edward Palmer 3.2.2. Albert Sydney Hornby 3.2.3. Michael Philip West 3.2.4. Charles Carpenter Fries 3.3. Europe and Spain in the 1950s and 1960s: so close and so far away 3.4. The Spanish tradition 3.4.1. ELT in Spain between 1910 and 1970: Official legislation 3.5. ELT in Spain between 1910 and 1970: The private sector 3.5.1. Private academies 3.6. Overview of English manuals in Spain between 1910 and 1970 3.7. Teaching English beyond manuals: the exceptional cases of Juan Carrión and Patricia Shaw Fairman 3.7.1. Juan Carrión and The Beatles 3.7.2. English through the theatre 3.8. Conclusion, Bibliography, Appendix I, Appendix II, Index.