Histories of language learning and teaching in Europe
Histories of language learning and teaching in Europe
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欧洲语言学习和教学的历史
DOI：
10.1080/09571736.2017.1382051
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Smith R
中科院分区：
文献类型：
--
作者：
Smith R
这期特刊中的文章考虑了包括英国在内的特定欧洲国家或地区的语言学习和教学历史。这些论文由该领域的主要学者撰写，提供了可访问的、最先进的概述，涵盖了历史的类似方面，使人们能够有效地进行比较，并确定相互联系。在《语言与历史》杂志的前一期特刊（McLelland and Smith 2014 a）中，我们收集了欧洲第二语言/外语教学的不同类型的历史概述。单独的文章考虑了欧洲法语，德语，西班牙语和英语学习和教学的平行整体历史，并调查了对这些不同语言传统的研究。正如我们对该特刊的介绍所明确指出的（McLelland and Smith 2014 b），在某些情况下，与学习/教学特定语言的历史相关的研究仍然相对较少。因此，在欧洲，对英语作为外语教学历史的研究相对较少;只有在德国，才有大量的相关研究，而且这些研究大多是用德语进行的，而不是英语。另一方面，历史研究相对发达，特别是在法语的国际教学方面，正如Besse（2014）所明确指出的那样，回顾了与SIHFLES（Société Internationale pour lLHistoire du Français Langue Étrangère ou Seconde）相关的学者25年的工作，该学会出版了自己的学术期刊，Documents pour l 'histoire du Français Langue étrangère ou Seconde。当然，造成这种差异的部分原因是，英语作为一门外语的兴起是相对较近的，而正如本文集中的文章所表明的那样，在18世纪和19世纪，法语是整个欧洲普遍首选的第二语言。与此同时，意大利语在16世纪的德国受到青睐，正如SchröderLs在本期中的文章所指出的那样，当然，拉丁语在欧洲被教授了几个世纪。它以一种不同的、更具情境性的、社会文化的和多语言的方式来切割欧洲语言学习和教学的历史，根据学习者、教室和教师的地理位置来看待历史，而不是根据特定的目标语言。因此，本期包含了对英国（可追溯到诺曼征服时期）、荷兰（1500-2000年）、中欧德语区（中世纪至今）、法国和法语瑞士（1740-1940年）、西班牙（16 - 18世纪）和葡萄牙（18 - 19世纪）语言教学的单独历史概述。显然，这里所呈现的画面仍然不完整--我们本来希望介绍其他欧洲国家或地区的文章，包括意大利和斯堪的纳维亚半岛，例如;此外，可以看出，文章的时间范围各不相同。尽管如此，正如我们的语言与历史特刊第一次将不同语言的历史结合在一起是创新的（尽管也可以参见Reinfried 2014），本期代表了欧洲不同地区语言学习/教学历史的一个相对独特的案例。[1]为了在不同的文章之间达到某种程度的可比性，同时允许作者灵活地利用他们在特定历史时期的具体专业知识（因此注意到不同的时间范围）。
The articles in this special issue consider the history of learning and teaching languages within particular European countries or regions, including Britain. The papers, by leading scholars in the field, provide accessible, state-of-the-art overviews which cover similar facets of history, enabling comparisons to be usefully drawn and interconnections identified. In a previous special issue of the journal Language & History (McLelland and Smith 2014a), we assembled a different kind of collection of historical overviews of second/foreign language teaching in Europe. Separate articles there considered the parallel overall histories of French, German, Spanish and English learning and teaching in Europe, and surveyed research into these different language traditions. As our introduction to that special issue made clear (McLelland and Smith 2014b), research relating to the history of learning/teaching specific languages is still, in some cases, comparatively rare. Thus, within Europe, there have been relatively few studies of the history of teaching English as a foreign language; only in Germany has there been a significant amount of relevant research, and this is mostly available in German, rather than in English. On the other hand, historical research is relatively well developed in relation, particularly, to the international teaching of French, as is made clear by Besse (2014), reviewing over 25 yearsL work by scholars associated with SIHFLES, the Société Internationale pour lLHistoire du Français Langue Étrangère ou Seconde, which publishes its own scholarly journal, Documents pour l’histoire du français langue étrangère ou seconde. Partly, of course, this discrepancy is accounted for by the fact that the rise of English as a foreign language is relatively recent, whereas, as the articles in the present collection make clear, during the eighteenth and nineteenth centuries, French was the generally preferred second language throughout Europe. Italian, meanwhile, was favoured in sixteenth-century Germany, as SchröderLs article in this issue indicates, and, of course, Latin was taught across Europe for centuries.The present collection of articles is a counterpart to our previous Language & History special issue. It Lcuts the cakeL of the European history of language learning and teaching in a different, more situated, socio-cultural and multilingual way, viewing history according to geographical location of the learners, classrooms and teachers, rather than according to specific target language. Thus, the present issue contains separate historical overviews of language teaching in Britain (going back to the Norman conquest), the Netherlands (1500-2000), the German-speaking parts of Central Europe (Middle Ages to the present day), France and francophone Switzerland (1740-1940), Spain (sixteenth to eighteenth centuries) and Portugal (eighteenth to nineteenth centuries). Clearly the picture represented here remains incomplete-we would have liked to feature articles on other European countries or regions including Italy and Scandinavia, for example; also, as can be seen, the temporal ranges of the articles vary. Nevertheless, just as our Language & History special issue was innovative in bringing together different language-based histories for the first time (though see also Reinfried 2014), the present issue represents a relatively unique case of language learning/teaching histories in different parts of Europe being deliberately juxtaposed. 1 In order to attain some degree of comparability between different articles whilst simultaneously allowing authors flexibility to draw on their specific expertise in a particular period of history (hence the different temporal ranges noted …
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DOI：
--
发表时间：
2018
期刊：
影响因子：
--
作者：
N. McLelland;Richard Smith
通讯作者：
Richard Smith
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DOI：
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2014
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影响因子：
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作者：
Richard Smith;N. McLelland
通讯作者：
N. McLelland
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DOI：
--
发表时间：
2000
期刊：
影响因子：
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作者：
J. Caravolas
通讯作者：
J. Caravolas
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DOI：
--
发表时间：
2016
期刊：
影响因子：
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作者：
P.A.J.M. Coppen
通讯作者：
P.A.J.M. Coppen
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DOI：
--
发表时间：
2018
期刊：
影响因子：
--
作者：
Richard Smith
通讯作者：
Richard Smith