Language teaching through the ages /
"Konrad Koerner, a leading historian of linguistics, has long said that an academic field cannot be considered to have matured until it has history as one of its subfields. The history of linguistics is a growing area, having come into its own in the 1960s, especially after Noam Chomsky looked...
| Main Author: | |
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| Format: | Book |
| Language: | English |
| Published: |
New York :
Routledge, Taylor & Francis Group,
2013
New York : Routledge, 2013 New York ; London : 2013 |
| Series: | Routledge research in education ;
93 Routledge research in education 93 Routledge research in education 93 Routledge research in education |
| Subjects: |
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| 100 | 1 | |a Wheeler, Garon, |e author | |
| 245 | 1 | 0 | |a Language teaching through the ages / |c Garon Wheeler |
| 264 | 1 | |a New York : |b Routledge, Taylor & Francis Group, |c 2013 | |
| 264 | 1 | |a New York : |b Routledge, |c 2013 | |
| 264 | 1 | |a New York ; |a London : |b Routledge, |c 2013 | |
| 300 | |a xiv, 236 p. : |b illustrations ; |c 24 cm | ||
| 300 | |a xiv, 236 pages : |b illustrations ; |c 24 cm | ||
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| 490 | 1 | |a Routledge research in education ; |v 93 | |
| 490 | 1 | |a Routledge research in education | |
| 500 | |a This WorldCat-derived record is shareable under Open Data Commons ODC-BY, with attribution to OCLC |5 CTY | ||
| 504 | |a Includes bibliographical references (pages 225-230) and index | ||
| 504 | |a Includes bibliographical references (pages [225]-230) and index | ||
| 504 | |a Includes bibliographical references and index | ||
| 505 | 0 | |a Part I. In the beginning -- Part II. The early modern world -- Part III. Modern times | |
| 505 | 0 | 0 | |g pt. I |t In the Beginning -- |g 1 |t Introduction: In the Beginning -- |g 2. |t Mesopotamia: The First Records -- |g 3. |t Egypt: The Effect of Language Change -- |g 4. |t Greeks: The Foundations of Western Education -- |g 5. |t Romans: Refining the System -- |g 6. |t Middle Ages: A Few Bright Spots -- |g pt. II |t Early Modern World -- |g 7. |t William Lily's Famous Grammar -- |g 8. |t Erasmus's Ideas on Education -- |g 9. |t Roger Ascham and His Double-Translation Technique -- |g 10. |t Claudius Holyband: "A Frenchman Which Doth His Dutie" -- |g 11. |t Michel de Montaigne: The Last Native Speaker of Latin? -- |g 12. |t John Brinsley's Advice to Teachers -- |g 13. |t Eilhard Lubinus: A Call for Change -- |g 14. |t Jan Comenius: A Full-Scale Science of Education -- |g 15. |t Port-Royal Community -- |g 16. |t John Wilkins and His Rational Language -- |g 17. |t John Locke: Who Needs Latin? -- |g 18. |t Cesar Chesneau du Marsais, Philosophy, and Grammar -- |g 19. |t Robert Lowth's Prescriptivist Grammar -- |g 20. |t Lindley Murray: "The Father of English Grammar" -- |g 21. |t Grammar-Translation Method: It's Not What You Think -- |g 22. |t Two Diversions: Prendergast and Gouin -- |g 23. |t Esperanto: A Successful "Constructed Language" -- |g 24. |t Natural Methods: Learning Like Children -- |g pt. III |t Modern Times -- |g 25. |t Reform Movement: The Start of Modern Times -- |g 26. |t Two Reports on the State of Language Teaching -- |g 27. |t Harold Palmer: A Modern Teacher -- |g 28. |t Controversy of Basic English -- |g 29. |t World War II and the Army Specialized Training Program -- |g 30. |t After the War -- |g 31. |t 1970s and Beyond -- |g 32. |t Conclusion. |
| 520 | |a "Konrad Koerner, a leading historian of linguistics, has long said that an academic field cannot be considered to have matured until it has history as one of its subfields. The history of linguistics is a growing area, having come into its own in the 1960s, especially after Noam Chomsky looked for historical roots for his work. In contrast, the history of language teaching has been neglected, reflecting the insecurity and youth of the field. Most works on the subject have been written by linguists for other linguists, and typically focus on a specific period or aspect of history. This volume concentrates on the basic issues, events, and threads of the history of the field - from Mesopotamia to the present - showing how a knowledge of this history can inform the practice of language teaching in the present"-- |c Provided by publisher | ||
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