Pub Date : 2019-05-04DOI: 10.1080/17597536.2019.1641942
R. Vennela, Richard Smith
ABSTRACT There is a prevalent conception about colonial Indian education – in the absence of much empirical research into specific contexts – that it was carried out only in English with the aim of anglicising the masses. While it is true that there were colonial motives of acculturation embedded in English language teaching and English-medium instruction, the idea that English language learning was exclusively monolingual is historically inaccurate. Indeed, the survival of bilingual teaching materials prepared in the nineteenth century for use in colonial schools suggests that, outside elite English-medium instruction, the use of Indian languages was common in English teaching. To explore this possibility further, this article focuses on the work and ideas of a prominent colonial educationalist, John Murdoch (1818–1904), with a focus on the schoolbooks he was associated with and on his recommendations for bilingual English teaching in the colonial schools of Madras Presidency. Murdoch’s ideas on the use of local languages in teaching reveal complexities and intricacies which have been under-explored in previous histories of colonial Indian education.
{"title":"Bilingual English teaching in colonial India: the case of John Murdoch’s work in Madras Presidency, 1855–1875","authors":"R. Vennela, Richard Smith","doi":"10.1080/17597536.2019.1641942","DOIUrl":"https://doi.org/10.1080/17597536.2019.1641942","url":null,"abstract":"ABSTRACT There is a prevalent conception about colonial Indian education – in the absence of much empirical research into specific contexts – that it was carried out only in English with the aim of anglicising the masses. While it is true that there were colonial motives of acculturation embedded in English language teaching and English-medium instruction, the idea that English language learning was exclusively monolingual is historically inaccurate. Indeed, the survival of bilingual teaching materials prepared in the nineteenth century for use in colonial schools suggests that, outside elite English-medium instruction, the use of Indian languages was common in English teaching. To explore this possibility further, this article focuses on the work and ideas of a prominent colonial educationalist, John Murdoch (1818–1904), with a focus on the schoolbooks he was associated with and on his recommendations for bilingual English teaching in the colonial schools of Madras Presidency. Murdoch’s ideas on the use of local languages in teaching reveal complexities and intricacies which have been under-explored in previous histories of colonial Indian education.","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2019.1641942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46995319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/17597536.2019.1641960
John Michael Daniels
ABSTRACT This paper draws on the literature and documents of the time audio-visual period in language classrooms of the 1970s in England, and the personal experience of the author as a French teacher for pupils aged nine to thirteen. The title quotation is taken from a questionnaire given to language teachers at a 1970s conference. During the ‘revolutionary’ audio-visual language period, language learning was introduced to primary-aged pupils and extended to older pupils of all abilities, involving a learning process described as ‘the exposure of children to the second language in real-life situations which exclude the use of English’. The article looks at how, in the absence of translation and English explanations in audio-visual learning, the visual element became of central importance. There is evidence, however, that many teachers found it difficult to maintain exclusive use of the target language and found it necessary often to revert to English in their lessons, a response that detracted from the immersive nature of audio-visual learning and might ultimately be seen as one of the factors leading to the critical reports of Burstall (1970, 1974) and the abandonment of primary French learning in England at this time.
{"title":"‘Where a lapse into English is invariably accepted’: the use of L1 in language classrooms in England during the audio-visual period of the 1970s, viewed from a middle school perspective","authors":"John Michael Daniels","doi":"10.1080/17597536.2019.1641960","DOIUrl":"https://doi.org/10.1080/17597536.2019.1641960","url":null,"abstract":"ABSTRACT This paper draws on the literature and documents of the time audio-visual period in language classrooms of the 1970s in England, and the personal experience of the author as a French teacher for pupils aged nine to thirteen. The title quotation is taken from a questionnaire given to language teachers at a 1970s conference. During the ‘revolutionary’ audio-visual language period, language learning was introduced to primary-aged pupils and extended to older pupils of all abilities, involving a learning process described as ‘the exposure of children to the second language in real-life situations which exclude the use of English’. The article looks at how, in the absence of translation and English explanations in audio-visual learning, the visual element became of central importance. There is evidence, however, that many teachers found it difficult to maintain exclusive use of the target language and found it necessary often to revert to English in their lessons, a response that detracted from the immersive nature of audio-visual learning and might ultimately be seen as one of the factors leading to the critical reports of Burstall (1970, 1974) and the abandonment of primary French learning in England at this time.","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2019.1641960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43870905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/17597536.2019.1641938
Claudio García‐Ehrenfeld
ABSTRACT De Lingua Othomitorum Dissertatio by Manuel de San Juan Crisóstomo Nájera was the first linguistic study of modern Mexico and it paved the way for the study of original languages both within the academy and within other state institutions. The text also marks the end of a three-century-long interaction between Latin, Ancient Greek and indigenous languages and reveals a time in which Latin had lost its prestige and was becoming a language deemed to be of philological and academic interest only. A case can be made that Nájera’s Dissertatio foreshadows the epistemology currently used to explain linguistic politics in present-day Mexico City, which places not only an urbanised nation state at its core, but also continues to privilege Indo-European western languages over hundreds of living Mexican original languages. Focusing on the contact between Spanish, Latin, Ancient Greek and Hñähñu, this paper will analyse the responsibility of contemporary classical scholars to engage with the original languages of Mexico and will argue that this engagement can also lead to the decolonisation of classical studies themselves.
Manuel De San Juan的De Lingua Othomitorum disseratio Crisóstomo Nájera是对现代墨西哥的第一次语言学研究，它为学院和其他国家机构对原始语言的研究铺平了道路。该文本还标志着拉丁语、古希腊语和土著语言之间长达三个世纪的相互作用的结束，并揭示了拉丁语失去其威望并成为一种被认为仅具有语言学和学术兴趣的语言的时代。可以提出一个例子，Nájera的论文预示了目前用于解释当今墨西哥城语言政治的认识论，墨西哥城不仅将城市化的民族国家置于其核心，而且继续将印欧西方语言置于数百种现存的墨西哥原始语言之上。关注西班牙语、拉丁语、古希腊语和Hñähñu之间的联系，本文将分析当代古典学者参与墨西哥原始语言的责任，并认为这种参与也可以导致古典研究本身的非殖民化。
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Pub Date : 2019-05-04DOI: 10.1080/17597536.2019.1641957
Tim Giesler
ABSTRACT The second half of the 19th century saw a shift in the professionalisation of German language teachers. This general tendency was visible in the northern German merchant cities as well. There, ‘national’ (i.e. native speaker) teachers were replaced by modern foreign language experts trained at Prussian universities. Between the autodidacts and the fully trained academics, there was a generation of English teachers who were exceptional in quite a few respects. They were multilinguals who, based on their oral competencies, were able to hold their lessons in the target language; this pre-reform ‘direct method’ forms an exception in the grammar-translation dominated German language education of the 19th century. Rather than drawing their teaching methodology from neo-humanist sources, they adapted primary school methods of teaching standard German to regional (‘Low-German’) speakers. The multilingual teachers taught modern foreign languages in a likewise multilingual pre-national context. What is also striking is that they combined the elements of today’s language teacher education – studying at university, training at seminars and spending time abroad – before a standardised language teacher education was developed. Abbreviations: MFL: modern foreign language(s); CLIL: Content and Language Integrated Learning; L1: First language; L2: Second language(s)
{"title":"Pre-reform professionals: multilingual Northern German language teachers (ca. 1850-1875)","authors":"Tim Giesler","doi":"10.1080/17597536.2019.1641957","DOIUrl":"https://doi.org/10.1080/17597536.2019.1641957","url":null,"abstract":"ABSTRACT The second half of the 19th century saw a shift in the professionalisation of German language teachers. This general tendency was visible in the northern German merchant cities as well. There, ‘national’ (i.e. native speaker) teachers were replaced by modern foreign language experts trained at Prussian universities. Between the autodidacts and the fully trained academics, there was a generation of English teachers who were exceptional in quite a few respects. They were multilinguals who, based on their oral competencies, were able to hold their lessons in the target language; this pre-reform ‘direct method’ forms an exception in the grammar-translation dominated German language education of the 19th century. Rather than drawing their teaching methodology from neo-humanist sources, they adapted primary school methods of teaching standard German to regional (‘Low-German’) speakers. The multilingual teachers taught modern foreign languages in a likewise multilingual pre-national context. What is also striking is that they combined the elements of today’s language teacher education – studying at university, training at seminars and spending time abroad – before a standardised language teacher education was developed. Abbreviations: MFL: modern foreign language(s); CLIL: Content and Language Integrated Learning; L1: First language; L2: Second language(s)","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2019.1641957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/17597536.2019.1641932
R. Mairs, Richard Smith
The papers collected in this issue of Language & History were, with one exception, first presented at the HoLLTnet international meeting ‘Bi/ Multilingualism and the History of Language Learning and Teaching’ which we co-organised with Professor Giovanni Iamartino (University of Milan), and which was held at the University of Reading on 6 and 7 July 2018. HoLLTnet (www.hollt.net) is a Research Network of AILA (Association Internationale de Linguistique Appliquée) and was founded in 2015 to stimulate research into the history of language learning and teaching (‘HoLLT’) within applied linguistics internationally. Building on several successful previous colloquia (www.hollt.net/events.html), the Reading conference aimed to situate HoLLT in wider contexts of multilingualism across time and space, as well as to shed light on bilingual aspects of learner/teacher biography and learning/teaching method which may have been neglected in the past. We are grateful to the Centre for Literacy and Multilingualism and the School of Humanities, University of Reading, for their generous support of the event. We would also like to thank all the participants for contributing to such a stimulating and enjoyable conference. A total of 32 paperswere presented at the conference, of which those included in this volume are a small, but representative, sample. The range of historical contexts explored by participants was exceptionally diverse – from the seventh century BCE to the twenty-first CE, and including every continent except Australasia and Antarctica. We are pleased that this diversity is also reflected in the papers included here. Adopting a broad chronological and geographical remit allowed for intercultural, indeed, interdisciplinary, dialogue, providing further evidence that HoLLT is beginning to thrive as a ‘newly emerging interdisciplinary, intercultural and plurilinguistic field of enquiry’ (McLelland and Smith 2018: 1). Participants discussed and applied methodologies from missionary linguistics, postcolonial studies, Classics, Egyptology and lifewriting, within a shared applied linguistic framework.
{"title":"Bi/Multilingualism and the history of language learning and teaching","authors":"R. Mairs, Richard Smith","doi":"10.1080/17597536.2019.1641932","DOIUrl":"https://doi.org/10.1080/17597536.2019.1641932","url":null,"abstract":"The papers collected in this issue of Language & History were, with one exception, first presented at the HoLLTnet international meeting ‘Bi/ Multilingualism and the History of Language Learning and Teaching’ which we co-organised with Professor Giovanni Iamartino (University of Milan), and which was held at the University of Reading on 6 and 7 July 2018. HoLLTnet (www.hollt.net) is a Research Network of AILA (Association Internationale de Linguistique Appliquée) and was founded in 2015 to stimulate research into the history of language learning and teaching (‘HoLLT’) within applied linguistics internationally. Building on several successful previous colloquia (www.hollt.net/events.html), the Reading conference aimed to situate HoLLT in wider contexts of multilingualism across time and space, as well as to shed light on bilingual aspects of learner/teacher biography and learning/teaching method which may have been neglected in the past. We are grateful to the Centre for Literacy and Multilingualism and the School of Humanities, University of Reading, for their generous support of the event. We would also like to thank all the participants for contributing to such a stimulating and enjoyable conference. A total of 32 paperswere presented at the conference, of which those included in this volume are a small, but representative, sample. The range of historical contexts explored by participants was exceptionally diverse – from the seventh century BCE to the twenty-first CE, and including every continent except Australasia and Antarctica. We are pleased that this diversity is also reflected in the papers included here. Adopting a broad chronological and geographical remit allowed for intercultural, indeed, interdisciplinary, dialogue, providing further evidence that HoLLT is beginning to thrive as a ‘newly emerging interdisciplinary, intercultural and plurilinguistic field of enquiry’ (McLelland and Smith 2018: 1). Participants discussed and applied methodologies from missionary linguistics, postcolonial studies, Classics, Egyptology and lifewriting, within a shared applied linguistic framework.","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2019.1641932","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49639386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-14DOI: 10.1080/17597536.2019.1576446
Tim Giesler
ABSTRACT Most German research in the field of the history of Foreign language education (termed Fremdsprachendidaktik there) has been done by Munich based scholars and published in the Münchener Arbeiten zur Fremdsprachen-Forschung edited by Friederike Klippel. This paper reviews the four Ph.D. theses and two anthologies published since 2012 collectively and thus shows the German perspectives on the history of foreign language education. It also gives suggestions of aspects in which the field might develop historiographically.
{"title":"Munich works: German perspectives on the history of language learning and teaching","authors":"Tim Giesler","doi":"10.1080/17597536.2019.1576446","DOIUrl":"https://doi.org/10.1080/17597536.2019.1576446","url":null,"abstract":"ABSTRACT Most German research in the field of the history of Foreign language education (termed Fremdsprachendidaktik there) has been done by Munich based scholars and published in the Münchener Arbeiten zur Fremdsprachen-Forschung edited by Friederike Klippel. This paper reviews the four Ph.D. theses and two anthologies published since 2012 collectively and thus shows the German perspectives on the history of foreign language education. It also gives suggestions of aspects in which the field might develop historiographically.","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2019.1576446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/17597536.2018.1554398
Hong Diao
{"title":"Interpreting in Nazi concentration camps","authors":"Hong Diao","doi":"10.1080/17597536.2018.1554398","DOIUrl":"https://doi.org/10.1080/17597536.2018.1554398","url":null,"abstract":"","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2018.1554398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/17597536.2018.1554399
Olivia Walsh
{"title":"Invisibilising Austrian German: on the effect of linguistic prescriptions and educational reforms on writing practices in 18th-century Austria","authors":"Olivia Walsh","doi":"10.1080/17597536.2018.1554399","DOIUrl":"https://doi.org/10.1080/17597536.2018.1554399","url":null,"abstract":"","PeriodicalId":41504,"journal":{"name":"Language & History","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17597536.2018.1554399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47252906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/17597536.2019.1602380
Xavier Lee-Lee, Verónica C. Trujillo-González
ABSTRACT This paper revisits, from a historiographical perspective, the Grammaire de la langue chinoise orale et écrite (1873–76) by French missionary Paul Perny, a fundamental and representative work of French missionary linguistics of the 19th century which, over the years, fell into oblivion. As a missionary grammar, we should also place it in a context of profound changes in which academic sinology strongly emerges under the auspices of French political interests in China. Moreover, through the study of several sources we will show how this work was received by the academic sinologists contemporary with Perny. This will allow us to address the relationship that this missionary linguist had with them. This research also focuses on another aspect, related to Perny’s stance on the academic discussion dealing with the alleged inferiority of Chinese with respect to inflected languages, which was a widespread idea at that time.
摘要本文从历史学的角度重新审视了法国传教士保罗·佩尼（Paul Perny，1873-76）的《中国语言词典》（Grammaire de la languagee chinoise orale etécrite），这是19世纪法国传教士语言学的一部基础性代表作，多年来一直被遗忘。作为一种传教士语法，我们也应该把它放在一个深刻变革的背景下，在这个变革中，学术汉学在法国在中国的政治利益的支持下强势崛起。此外，通过对几个来源的研究，我们将展示与佩尼同时代的学术汉学家是如何接受这项工作的。这将使我们能够处理这位传教士语言学家与他们之间的关系。这项研究还集中在另一个方面，与佩尼在学术讨论中的立场有关，即所谓的汉语相对于屈折语言的自卑，这在当时是一个普遍的想法。
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