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German through English eyes: German language and culture(s) in language textbooks for British learners (1680-2000)

英国人眼中的德语：英国学习者语言教科书中的德语和文化（1680-2000）

基本信息

批准号：
AH/I021930/1
负责人：
Nicola McLelland
金额：
$ 5.26万
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2011
资助国家：
英国
起止时间：
2011 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FI021930%2F1
关键词：
German through English eyes language

项目摘要

This project will investigate the construction of German language and culture in British language teaching since 1680 by examining textbooks used, as well as archives of exams, syllabi and examination reports, and interviews with former teachers, learners and textbook authors . The first study of its kind, drawing on the methods and insights from textbook history, oral history, work on the construction of memory and identity, linguistic theory, grammar-writing, and linguistic historiography, it will produce the first detailed documentation and analysis of how the language and culture(s) of Germany - Britain's most important trading partner - have been portrayed to learners in British schools since 1680. Modern languages and their cultures have been taught in British schools for over 150 years. The twentieth century witnessed dramatic changes in the relationship of the UK to Germany and the rest of Europe - two World Wars, the birth of the EC and then EU, the fall of the Iron Curtain and German reunification. Now, when globalization and Britain's place in Europe is a national priority, modern languages remain strategically important but are vulnerable. For example, there was a drop of a third in the number of GCSE pupils of German between 2004 and 2007 (cf. www.hesa.ac.uk), and languages are perhaps in danger of becoming once again the preserve of the privately educated elite - only 11% of Languages university entrants come from 'lower socio-economic groups' (UCAS 2007). Against this backdrop, my book will take stock of the history of German language education in Britain. One of its primary sources - textbooks of German, a mass-produced text-type - may itself come to be seen as a genre of the 19th and 20th centuries, as teaching resources are now increasingly being delivered online.My book will investigate the changes in how both the German language and its culture(s) have been represented to British learners since 1680. I examine by what steps the representation of German and its speakers in language textbooks has moved from hailing our fellow-Germanic imperialists in the 19th century, to chapters on the Hitler Youth and the SS in the 1930s, to the later 20th century with programmatic titles that deliberately make a break with the past, like Unsere Freunde 'Our Friends' and Deutschland hier und jetzt 'Germany here and now'. I shall also trace how and why perceptions of the importance of German as a subject have changed: from the Oxford Modern Language professor Max Müller's pronouncement in 1864 that one should teach German just like the classical languages, to syllabi that valued the spoken language, for which textbook titles like Sprich mal Deutsch 'Speak German!' (1968) are symptomatic. What changes are there in the language to which learners are exposed in textbooks, and to the explicit grammatical accounts of it? How do these compare with what native speakers of German were learning about their language in the same era? The results of the project will contribute to our understanding of British and German social history; educational theory, history of education, and teacher training; sociolinguistics and history of linguistics. Its documentation and analysis of the history of German textbooks will contribute both to current policy debates in the UK about the role of MFL in the curriculum, and to debates in German Studies in Germany and beyond; in cultural studies (cultures of memory); and in linguistics (the nature of standard languages; the extent to which language theory can or should inform language teaching), and beyond.[Note that this application is for research much of which is included in a current AHRC Standard Research Grant bid submitted in February 2010. If that application is successful, I will withdraw this application.]

该项目将通过检查使用的教科书，以及考试档案，教学大纲和考试报告，并与前任教师，学习者和教科书作者进行访谈，调查自1680年以来英国语言教学中的德语和文化建设。这是第一次这样的研究，借鉴了教科书历史、口述历史、记忆和身份建构、语言学理论、语法写作和语言史学的方法和见解，它将首次详细记录和分析英国最重要的贸易伙伴德国的语言和文化，从1680年起就被描绘成英国学校的学生。现代语言及其文化在英国学校已经教授了150多年。世纪见证了英国与德国和欧洲其他国家关系的巨大变化--两次世界大战、欧共体和欧盟的诞生、铁幕的倒塌和德国的统一。现在，当全球化和英国在欧洲的地位成为国家优先事项时，现代语言仍然具有战略重要性，但却很脆弱。例如，2004年至2007年期间，德语普通中等教育证书学生人数下降了三分之一（参见www.hesa.ac.uk），语言可能再次成为私人教育精英的专利--只有11%的语言大学新生来自“较低的社会经济群体”（UCAS 2007）。在此背景下，我的书将对英国德语教育的历史进行评估。它的主要来源之一--德语教科书，一种大规模生产的文本类型--本身可能被视为19世纪和20世纪的一种体裁，因为教学资源现在越来越多地在网上提供。我的书将调查自1680年以来，德语及其文化如何向英国学习者呈现的变化。我研究了德语及其使用者在语言教科书中的代表性是如何从19世纪海陵我们的日耳曼帝国主义同胞，到20世纪30年代关于希特勒青年团和党卫军的章节，再到20世纪后期故意与过去决裂的纲领性标题，如Unsere Freunde“我们的朋友”和Deutschland Freundund jetzt“此时此地的德国”。我还将追溯对德语作为一门学科的重要性的看法是如何以及为什么发生了变化的：从牛津大学现代语言教授马克斯·穆勒（Max Müller）在1864年的声明，即应该像教授古典语言一样教授德语，到重视口语的教学大纲，教科书的标题如Sprich mal多伊奇“说德语！”（1968年）是一种症状。学习者在教科书中所接触到的语言以及对它的明确语法描述有什么变化？这些与同一时代以德语为母语的人学习他们的语言相比如何？该项目的结果将有助于我们了解英国和德国的社会历史;教育理论，教育史和教师培训;社会语言学和语言学史。它的文件和德国教科书的历史分析将有助于当前的政策辩论在英国关于MFL在课程中的作用，并在德国研究在德国和超越辩论;在文化研究（记忆文化）;和语言学（标准语言的性质;在何种程度上语言理论可以或应该告知语言教学），以及超越。[Note该申请是研究，其中大部分是包括在目前的AHRC标准研究补助金投标提交2010年2月。如果申请成功，我将撤回此申请。