Language & History最新文献

{"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}

{"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}

{"title":"Manuel Nájera’s De Lingua Othomitorum Dissertatio: decolonising the foundations of a modern account of Hñähñu language","authors":"Claudio García‐Ehrenfeld","doi":"10.1080/17597536.2019.1641938","DOIUrl":"https://doi.org/10.1080/17597536.2019.1641938","url":null,"abstract":"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.","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/10.1080/17597536.2019.1641938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038063","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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"title":"REBECCA POSNER (17 August 1929–19 July 2018)","authors":"W. Ayres-Bennett","doi":"10.1080/17597536.2019.1576452","DOIUrl":"https://doi.org/10.1080/17597536.2019.1576452","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/10.1080/17597536.2019.1576452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46771390","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}

{"title":"A historiographical approach to Paul Perny’s grammar of the Chinese language","authors":"Xavier Lee-Lee, Verónica C. Trujillo-González","doi":"10.1080/17597536.2019.1602380","DOIUrl":"https://doi.org/10.1080/17597536.2019.1602380","url":null,"abstract":"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.","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/10.1080/17597536.2019.1602380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42027594","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}