Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century.

Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning.

Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century.

Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning.

Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Die Beiträge behandeln Begriff und Phänomen des Humanismus in der mittelalterlichen und frühneuzeitlichen Literatur. Anhand von Autoren, Gattungen und Rezeptionsphänomenen suchen die einzelnen Beiträger nach einer humanistischen Matrix in der deutschsprachigen Literatur des 15. und 16. Jahrhunderts, um den Begriff als Epochensignatur zu bestätigen oder zu problematisieren. Die Tauglichkeit als epistemische Leitkategorie wird auf den Prüfstand gestellt und vor einem weiten literarischen Spektrum diskutiert, in das die Wechselwirkungen mit der Romania und der lateinischen Leitkultur stets einbezogen werden.

This important contribution to the sociolinguistics of Asian languages breaks new ground in the study of language standards and standardization in two key ways: in its focus on Asia, with particular attention paid to China and its neighbours, and in the attention paid to multilingual contexts. The chapters address various kinds of (sometimes hidden) multilingualism and examine the interactions between multilingualism and language standardization, offering a corrective to earlier work on standardization, which has tended to assume a monolingual nation state and monolingual individuals. Taken together, the chapters in this book thus add to our understanding of the ways in which multilingualism is implicated in language standardization, as well as the impact of language standards on multilingualism.The introduction, Chapter 6 and Chapter 8 are free to download as open access publications under a CC BY NC licence. You can access them here:Introduction: https://zenodo.org/record/5749388#.YaiwuNDP3csChapter 6: https://zenodo.org/record/5749522#.Yaiw-9DP3csChapter 8: https://zenodo.org/record/5749586#.Yai0RNDP3cs

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century.

Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning.

Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century.

Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning.

Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Die Beiträge behandeln Begriff und Phänomen des Humanismus in der mittelalterlichen und frühneuzeitlichen Literatur. Anhand von Autoren, Gattungen und Rezeptionsphänomenen suchen die einzelnen Beiträger nach einer humanistischen Matrix in der deutschsprachigen Literatur des 15. und 16. Jahrhunderts, um den Begriff als Epochensignatur zu bestätigen oder zu problematisieren. Die Tauglichkeit als epistemische Leitkategorie wird auf den Prüfstand gestellt und vor einem weiten literarischen Spektrum diskutiert, in das die Wechselwirkungen mit der Romania und der lateinischen Leitkultur stets einbezogen werden.

This important contribution to the sociolinguistics of Asian languages breaks new ground in the study of language standards and standardization in two key ways: in its focus on Asia, with particular attention paid to China and its neighbours, and in the attention paid to multilingual contexts. The chapters address various kinds of (sometimes hidden) multilingualism and examine the interactions between multilingualism and language standardization, offering a corrective to earlier work on standardization, which has tended to assume a monolingual nation state and monolingual individuals. Taken together, the chapters in this book thus add to our understanding of the ways in which multilingualism is implicated in language standardization, as well as the impact of language standards on multilingualism.The introduction, Chapter 6 and Chapter 8 are free to download as open access publications under a CC BY NC licence. You can access them here:Introduction: https://zenodo.org/record/5749388#.YaiwuNDP3csChapter 6: https://zenodo.org/record/5749522#.Yaiw-9DP3csChapter 8: https://zenodo.org/record/5749586#.Yai0RNDP3cs