Policies and Practice in Language Learning and Teaching

This book brings together studies from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK which explore links between policy and practice in language teaching in the twentieth century. The 14 contributions set out to expand the remit of 'grounded history' within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and linking these to practices and to contexts, situating policy formulation in particular contexts on the one hand, and exploring the relationship between policy and practice on the other. In this sense, the book shows how the theories, policy pronouncements, curricula, textbooks, and overall teaching approaches which tend to feature in most histories of language teaching always emerge from particular, researchable contexts, and, in the other direction, are interpreted and responded to in practice, again, in particular contexts. In this way, it hopes to contribute a context-based perspective that highlights diversity of practices, in opposition to received views that language teaching methodology is 'universal' and context-free.

Sabine Doff has been Full Professor of English Language Education at the Department of Language and Literary Studies, University of Bremen, Germany since 2009. Her main interests cover the historiography of language education in and beyond Europe, curriculum studies, culture and cultural learning in the language classroom, inclusive language education and content and language integrated learning. Richard Smith is a Professor of English Language Teaching and Applied Linguistics at the University of Warwick, UK. He is the founder and joint coordinator of the International Association of Applied Linguistics (AILA) Research Network on History of Language Learning and Teaching, and he has published widely in this field (including, with N. Mclelland, The History of Language Learning and Teaching (3 volumes, Legenda, 2018) and, with T. Giesler, Innovation in Language Learning and Teaching: Historical Perspectives (Benjamins, in press).

I INTRODUCTION 1 Valorizing Practice in Twentieth-century Language Learning and Teaching Sabine Doff and Richard Smith II CONTENT 2 Ovid's Metamorphoses Are Read Everywhere!? Historical Remarks on a Classical Text in Latin Teaching in Germany Stefan Kipf 3 Teaching Schiller Philological Discourse and Educational Practice at Schools of Higher Education in the German Kaiserreich-The Example of Wallenstein Norman Ächtler 4 Writing about German Literature Examination and Text Forms in the French Occupation Zone, 1945-1949 Sabine Reh III METHOD 5 Practice Escaping an Ideological Grip How the CLT Agenda Slipped through the Cracks of Error Taxonomies Joanna Pfingsthorn 6 "Teachers May Feel that They Should ..." Attempts to Align the Intended and the Taught Curriculum in 1980s Bremen Manuals for Communicative Language Teaching Tim Giesler 7 The Quest for Communicative Competence in Foreign Language Learning in English Schools, 1968-2010 John Daniels 8 Teaching English Writing in the Twentieth Century Seen through Handbooks for Mother-tongue and Foreign Speakers Laura Pinnavaia and Annalisa Zanola IV AIMS 9 'Too Much Workload in Technical Schools!' Luigi Pavia and the Teaching of English in Italian Technical Schools on the Threshold of the Twentieth Century Silvia Pireddu 10 Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan Kohei Uchimaru 11 The British Juggernaut ESP Practice and Purpose in the 1970s Shona Whyte V CONTEXT 12 Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918-1939) Irmina Kotlarska 13 English as a Foreign Language in Georgia From Past to Present Ekaterine Shaverdashvili and Nino Chkhikvadze 14 Language Teacher Education Improvements Would Valorize Practice A Recent History of Intercultural Language Teaching in Aotearoa/ New Zealand Sharon Harvey 15 Social Attitudes toward 'School English' in Classroom Practice in South Korea from 1970 to the Present Robert J. Fouser