Legenda (General Series) vol 1 of 3

Legenda

30 September 2018 • 214pp

ISBN: 978-1-781886-98-4 (hardback) • RRP £75, $99, €85

ISBN: 978-1-781883-69-3 (paperback, 28 September 2020) • RRP £9.99, $12.50, €12.50

ISBN: 978-1-781883-70-9 (JSTOR ebook)

Linguistics

This is volume 1 of 3. See also volume 2 here and volume 3 here.

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.

Volume I presents the history of how languages were learnt and taught across Europe, from Russia and Scandinavia to the Iberian peninsula, up to about 1800. Case studies deal with the teaching and learning of French, Italian, German and Portuguese, as well as Latin, still the first 'foreign language' for many learners in this period.

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.

Download: Introduction to the History (PDF)

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Contents:

1-19 Introduction: Establishing HoLLT: The History of Language Learning and Teaching

Nicola McLelland, Richard Smith Cite

Cite this article in standard MHRA style: Bibliography entry: McLelland, Nicola, and Smith, Richard, ‘Introduction: Establishing HoLLT: The History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–19 First footnote reference: 35 Nicola McLelland, Richard Smith, ‘Introduction: Establishing HoLLT: The History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 1–19, p. 21. Subsequent footnote reference: 37 McLelland and Smith, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: McLelland, Nicola, and Smith, Richard. 2018. ‘Introduction: Establishing HoLLT: The History of Language Learning and Teaching’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 1–19 Example citation: ‘A quotation occurring on page 21 of this work’ (McLelland and Smith 2018: 21). Example footnote reference: 35 McLelland and Smith 2018: 21. (To see how these citations were worked out, follow this link.)

20-32 The Historiography of Modern Language Teaching: From National Views to a European Perspective

Marcus Reinfried Cite

Cite this article in standard MHRA style: Bibliography entry: Reinfried, Marcus, ‘The Historiography of Modern Language Teaching: From National Views to a European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 20–32 First footnote reference: 35 Marcus Reinfried, ‘The Historiography of Modern Language Teaching: From National Views to a European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 20–32, p. 21. Subsequent footnote reference: 37 Reinfried, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Reinfried, Marcus. 2018. ‘The Historiography of Modern Language Teaching: From National Views to a European Perspective’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 20–32 Example citation: ‘A quotation occurring on page 21 of this work’ (Reinfried 2018: 21). Example footnote reference: 35 Reinfried 2018: 21. (To see how these citations were worked out, follow this link.)

33-51 French Didactics in Late Medieval and Early Modern England: Thinking Historically about Method

Rory Critten Cite

Cite this article in standard MHRA style: Bibliography entry: Critten, Rory, ‘French Didactics in Late Medieval and Early Modern England: Thinking Historically about Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 33–51 First footnote reference: 35 Rory Critten, ‘French Didactics in Late Medieval and Early Modern England: Thinking Historically about Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 33–51, p. 21. Subsequent footnote reference: 37 Critten, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Critten, Rory. 2018. ‘French Didactics in Late Medieval and Early Modern England: Thinking Historically about Method’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 33–51 Example citation: ‘A quotation occurring on page 21 of this work’ (Critten 2018: 21). Example footnote reference: 35 Critten 2018: 21. (To see how these citations were worked out, follow this link.)

52-66 Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises on Syntax from Early Modern England

Anneli Luhtala Cite

Cite this article in standard MHRA style: Bibliography entry: Luhtala, Anneli, ‘Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises on Syntax from Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 52–66 First footnote reference: 35 Anneli Luhtala, ‘Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises on Syntax from Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 52–66, p. 21. Subsequent footnote reference: 37 Luhtala, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Luhtala, Anneli. 2018. ‘Teaching Agreement: A Case Study in the Language Pedagogy of Two Humanist Treatises on Syntax from Early Modern England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 52–66 Example citation: ‘A quotation occurring on page 21 of this work’ (Luhtala 2018: 21). Example footnote reference: 35 Luhtala 2018: 21. (To see how these citations were worked out, follow this link.)

67-82 The Use of Dialogues in Teaching Foreign Languages (Sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England

Javier Villoria-Prieto, Javier Suso López Cite

Cite this article in standard MHRA style: Bibliography entry: Villoria-Prieto, Javier, and López, Javier Suso, ‘The Use of Dialogues in Teaching Foreign Languages (Sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 67–82 First footnote reference: 35 Javier Villoria-Prieto, Javier Suso López, ‘The Use of Dialogues in Teaching Foreign Languages (Sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 67–82, p. 21. Subsequent footnote reference: 37 Villoria-Prieto and López, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Villoria-Prieto, Javier, and López, Javier Suso. 2018. ‘The Use of Dialogues in Teaching Foreign Languages (Sixteenth Century): Circulations and Adaptations of Berlaimont’s Dictionarium (1556) in Spain, the Netherlands, and England’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 67–82 Example citation: ‘A quotation occurring on page 21 of this work’ (Villoria-Prieto and López 2018: 21). Example footnote reference: 35 Villoria-Prieto and López 2018: 21. (To see how these citations were worked out, follow this link.)

83-95 Histoire de quelques règles de prononciation pour savoir lire le français: de Berlaimont (1527) à Reixac i Carbó (1749)

Marc Viémon Cite

Cite this article in standard MHRA style: Bibliography entry: Viémon, Marc, ‘Histoire de quelques règles de prononciation pour savoir lire le français: de Berlaimont (1527) à Reixac i Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 83–95 First footnote reference: 35 Marc Viémon, ‘Histoire de quelques règles de prononciation pour savoir lire le français: de Berlaimont (1527) à Reixac i Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 83–95, p. 21. Subsequent footnote reference: 37 Viémon, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Viémon, Marc. 2018. ‘Histoire de quelques règles de prononciation pour savoir lire le français: de Berlaimont (1527) à Reixac i Carbó (1749)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 83–95 Example citation: ‘A quotation occurring on page 21 of this work’ (Viémon 2018: 21). Example footnote reference: 35 Viémon 2018: 21. (To see how these citations were worked out, follow this link.)

96-109 Latin Schoolbooks in Late Seventeenth-Century Finland

Suvi Randén Cite

Cite this article in standard MHRA style: Bibliography entry: Randén, Suvi, ‘Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 96–109 First footnote reference: 35 Suvi Randén, ‘Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 96–109, p. 21. Subsequent footnote reference: 37 Randén, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Randén, Suvi. 2018. ‘Latin Schoolbooks in Late Seventeenth-Century Finland’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 96–109 Example citation: ‘A quotation occurring on page 21 of this work’ (Randén 2018: 21). Example footnote reference: 35 Randén 2018: 21. (To see how these citations were worked out, follow this link.)

110-28 Teaching Czech in a Plurilingual Community in the Age of Enlightenment: The Case of František Jan Tomsa

Alena A. Fidlerová Cite

Cite this article in standard MHRA style: Bibliography entry: Fidlerová, Alena A., ‘Teaching Czech in a Plurilingual Community in the Age of Enlightenment: The Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 110–28 First footnote reference: 35 Alena A. Fidlerová, ‘Teaching Czech in a Plurilingual Community in the Age of Enlightenment: The Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 110–28, p. 21. Subsequent footnote reference: 37 Fidlerová, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Fidlerová, Alena A.. 2018. ‘Teaching Czech in a Plurilingual Community in the Age of Enlightenment: The Case of František Jan Tomsa’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 110–28 Example citation: ‘A quotation occurring on page 21 of this work’ (Fidlerová 2018: 21). Example footnote reference: 35 Fidlerová 2018: 21. (To see how these citations were worked out, follow this link.)

129-44 Native Tongues and Foreign Languages in the Education of the Russian Nobility: The Case of the Noble Cadet Corps (1730s‒1760s)

Vladislav Rjéoutski Cite

Cite this article in standard MHRA style: Bibliography entry: Rjéoutski, Vladislav, ‘Native Tongues and Foreign Languages in the Education of the Russian Nobility: The Case of the Noble Cadet Corps (1730s‒1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 129–44 First footnote reference: 35 Vladislav Rjéoutski, ‘Native Tongues and Foreign Languages in the Education of the Russian Nobility: The Case of the Noble Cadet Corps (1730s‒1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 129–44, p. 21. Subsequent footnote reference: 37 Rjéoutski, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Rjéoutski, Vladislav. 2018. ‘Native Tongues and Foreign Languages in the Education of the Russian Nobility: The Case of the Noble Cadet Corps (1730s‒1760s)’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 129–44 Example citation: ‘A quotation occurring on page 21 of this work’ (Rjéoutski 2018: 21). Example footnote reference: 35 Rjéoutski 2018: 21. (To see how these citations were worked out, follow this link.)

145-55 Veneroni en Espagne: l’Explicación de la gramática francesa (Madrid, 1728) d’Antoine Courville

Manuel Bruña Cuevas Cite

Cite this article in standard MHRA style: Bibliography entry: Cuevas, Manuel Bruña, ‘Veneroni en Espagne: l’Explicación de la gramática francesa (Madrid, 1728) d’Antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–55 First footnote reference: 35 Manuel Bruña Cuevas, ‘Veneroni en Espagne: l’Explicación de la gramática francesa (Madrid, 1728) d’Antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 145–55, p. 21. Subsequent footnote reference: 37 Cuevas, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Cuevas, Manuel Bruña. 2018. ‘Veneroni en Espagne: l’Explicación de la gramática francesa (Madrid, 1728) d’Antoine Courville’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 145–55 Example citation: ‘A quotation occurring on page 21 of this work’ (Cuevas 2018: 21). Example footnote reference: 35 Cuevas 2018: 21. (To see how these citations were worked out, follow this link.)

156-72 Giuseppe Baretti’s Multifarious Approach to Learning Italian in Eighteenth-Century Britain

Vilma De Gasperin Cite

Cite this article in standard MHRA style: Bibliography entry: Gasperin, Vilma De, ‘Giuseppe Baretti’s Multifarious Approach to Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 156–72 First footnote reference: 35 Vilma De Gasperin, ‘Giuseppe Baretti’s Multifarious Approach to Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda, 2018), pp. 156–72, p. 21. Subsequent footnote reference: 37 Gasperin, p. 47. (To see how these citations were worked out, follow this link.) Cite this article in author-date MHRA style: Bibliography entry: Gasperin, Vilma De. 2018. ‘Giuseppe Baretti’s Multifarious Approach to Learning Italian in Eighteenth-Century Britain’, in The History of Language Learning and Teaching I: 16th-18th Century Europe, ed. by Nicola McLelland and Richard Smith (Cambridge: Legenda), pp. 156–72 Example citation: ‘A quotation occurring on page 21 of this work’ (Gasperin 2018: 21). Example footnote reference: 35 Gasperin 2018: 21. (To see how these citations were worked out, follow this link.)

173-91 Londres et les britanniques dans l’ancienne grammaticographie du Portugais Langue Étrangère (XVIIe–XIXe siècles)

Maria do Céu Fonseca Cite