Nicola McLelland

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century. Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning. Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

A History of Language Education, Assessment and Policy in Britain

Teaching and Learning Foreign Languages

Andrew Robert Linn

This volume presents fourteen case studies of standardization processes in eleven different Germanic languages. Together, the contributions confront problematic issues in standardization which will be of interest to sociolinguists, as well as to historical linguists from all language disciplines. The papers cover a historical range from the Middle Ages to the present and a geographical range from South Africa to Iceland, but all fall into one of the following categories: 1) shaping and diffusing a standard language; 2) the relationship between standard and identity; 3) non-standardization, de-standardization and re-standardization.

Studies from the Germanic Languages

Standardization

Henrike Lähnemann

Nine Miedema

Die Weitergabe von Wissen und Fertigkeiten ist ein Kernbereich mittelalterlicher Lebenswirklichkeit. Die deutsche Literatur kann dabei entscheidende Einblicke geben, wie sich das Feld des Lehrens, Lernens und Bildens vom 8. bis 16. Jahrhundert entwickelt. Theoriegeleitetes Wissen und praxisbezogene Handlungsanweisungen werden nicht nur in im engeren Sinne didaktischen Texten vermittelt. Lehrhaftes Sprechen und der Anspruch, lêre und bilde zu bieten, ist ein Grundprinzip auch der erzählenden Texte, der Lyrik und der Spiele. Die hier versammelten Beiträge des XIII. Anglo-German Colloquium in Nottingham (2013) geben somit einen faszinierenden Einblick in das ganze Spektrum mittelalterlicher Wissensvermittlung im Spannungsfeld schriftlicher und mündlicher Traditionen.

XXIII. Anglo-German Colloquium, Nottingham 2013

Lehren, Lernen und Bilden in der deutschen Literatur des Mittelalters

Ulrich von Zatzikhoven's Lanzelet, written around the turn of the thirteenth century, has long intrigued scholars both within and outside German studies: the only remaining trace of a Lancelot legend free of the adulterous affair with Guinevere, it has been seen both as a precursor of classical Arthurian romance in Germany, and as a post-classical imitation, and attempts to interpret it have often run foul of its contradictions. This new study takes a fresh look at its place in the history of German romance, arguing that Ulrich placed his work firmly in the Arthurian romance tradition, adopting its familiar motifs, courtly vocabulary, and idealised knightly hero, but rather than presenting a hero who falls from grace (as did Chr tien), his Lanzelet is truly flawless from the outset. While the repeated episodes and adventures emphasise this aspect of Lancelot, they are also related in strikingly different narrative styles, which Dr McLelland suggests are not the result of authorial incompetence, but rather a source of entertainment, and a challenge to the genre as a whole. NICOLA McLELLAND is a Lecturer at Trinity College, Dublin.

Nicola McLelland

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