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Towards a History of Modern Foreign Language Teaching and Learning (MFLTL)

现代外语教学史（MFLTL）

基本信息

批准号：
AH/J012475/1
负责人：
Nicola McLelland
金额：
$ 3.34万
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2012
资助国家：
英国
起止时间：
2012 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FJ012475%2F1
关键词：
Towards History Modern Foreign Language

项目摘要

(Highlight: Translating Cultures)Modern foreign language (MFL) education - the basis for building the UK's capacity in translation and interpreting at the highest levels of international cooperation - has, over the last century, never matched the UK's need to represent its interests in European and global communication. The number of pupils taking German at 16 is now lower than in 1985, and for French as low as in 1965. Spanish, predicted since the 1918 Leathes Report to take off because of its economic importance, has done so only in the last decade. Russian - introduced in schools more widely in the Cold War - has remained a niche subject, despite the fact that it has 150 million speakers. Chinese - with over a billion speakers - is still merely listed under "other modern languages" in GCSE statistics. MFL educators, who bear a heavy responsibility in developing capacity, have a sense of crisis in the face of this mismatch between strategic needs and MFL provision and take-up. Yet neither policy, nor curricula, nor the methods to deliver curricula in the classroom, can be developed without an awareness of the history of MFL, which tells us what measures have been tried, and with what success, to promote particular languages, or particular approaches to language learning (including translation), in primary, secondary, tertiary, or lifelong education settings. Some historical awareness of how and why modern languages have been taught and learnt should be part of the training of any language teacher and of policy development. Yet in the UK, the history of the teaching of modern languages is badly under-researched, a statement that despite the lone three-chapter survey of Hawkins' Modern Languages in the Curriculum (1987) - is as true today as when Stern observed it in his authoritative textbook for trainee teachers, Fundamental Concepts of Language Teaching (1983). The situation contrasts with the situation elsewhere in Europe. In Germany, for example, the history of language teaching is a substantive field, complete with its own subject bibliographies. Elsewhere, there are separate associations for the history of teaching in specific countries (APHELLE and SEHEL for Portugal and Spain, CIRSIL for Italy, PHG for the Netherlands) and for the history of teaching individual languages (such as SIHFLES for French). All of this is lacking in the UK. In order to address this lack, our research network will bring together researchers in the UK with an interest in the history of Modern Foreign Language education - historians, linguists, and MFL specialists - with colleagues already active in the field in Europe, with two objectives to meet the overall aim of informing future MFL policy and capacity development: 1. sharing methodologies and findings, with the long-term goal of writing the history of modern language learning in the UK, and 2. working towards a history of European modern foreign language education that transcends national and subject boundaries. Funding will be used to run two workshops and a conference. The workshops, one each in Nottingham and Warwick, will allow British researchers to learn from the work of leading researchers from each of four separate language traditions (French, German, Spanish, English as a Foreign Language) and eight national traditions (France, Germany, Belgium, Netherlands, Spain, Portugal, Italy, UK).The international conference, to be held in Nottingham, will be the first ever conference in the UK devoted to the history of MFL education. It will include themed panels developed during and after the workshops, and will be open to the public as well as to researchers and teaching practitioners. Papers from the two workshops will be submitted as special issues to two peer-reviewed journals. A volume of selected papers from the conference will be submitted after peer review to the leading publisher Multilingual Matters.

（亮点：翻译文化）现代外语教育——在最高水平的国际合作中建立英国翻译和口译能力的基础——在过去的一个世纪里，从未满足英国在欧洲和全球交流中代表其利益的需要。16岁的学生中选修德语的人数比1985年还少，选修法语的人数和1965年一样少。自1918年《皮革报告》（Leathes Report）发布以来，人们就预测西班牙语会因为其经济重要性而腾飞，但直到最近10年，西班牙语才实现了这一目标。俄语在冷战期间被广泛引入学校，尽管有1.5亿人说俄语，但它仍然是一个小众学科。在普通中等教育证书的统计数据中，有超过10亿人使用的汉语仍然仅仅被列在“其他现代语言”之下。面对战略需求与外语提供与接受的不匹配，承担着能力建设重任的外语教育工作者产生了一种危机感。然而，如果没有对外语教学历史的认识，无论是政策、课程还是课堂教学方法，都无法制定。外语教学的历史告诉我们，在小学、中学、大学或终身教育环境中，为了促进特定的语言，或特定的语言学习方法（包括翻译），已经尝试了哪些措施，取得了哪些成功。对现代语言是如何以及为什么被教授和学习的一些历史认识，应该成为任何语言教师和政策制定培训的一部分。然而，在英国，对现代语言教学的历史研究严重不足，尽管霍金斯的《课程中的现代语言》（1987年）只有三章的调查，但这一说法在今天和斯特恩在他为实习教师编写的权威教科书《语言教学基本概念》（1983年）中所观察到的一样正确。这种情况与欧洲其他地方的情况形成鲜明对比。例如，在德国，语言教学的历史是一个实质性的领域，有自己的学科参考书目。在其他地方，有专门研究特定国家教学历史的独立协会（葡萄牙和西班牙的APHELLE和SEHEL，意大利的CIRSIL，荷兰的PHG）和个别语言教学历史的协会（如法语的sihles）。这一切在英国都不具备。为了解决这一不足，我们的研究网络将把对现代外语教育史感兴趣的英国研究人员——历史学家、语言学家和外语教学专家——与已经活跃在欧洲该领域的同事聚集在一起，实现两个目标，以实现为未来外语教学政策和能力发展提供信息的总体目标：1。分享方法和发现，长期目标是撰写英国现代语言学习的历史；致力于超越国家和学科界限的欧洲现代外语教育史。资金将用于举办两个讲习班和一次会议。这些研讨会分别在诺丁汉和沃里克举办，将使英国的研究人员能够学习来自四种不同语言传统（法语、德语、西班牙语、英语作为一门外语）和八种民族传统（法国、德国、比利时、荷兰、西班牙、葡萄牙、意大利、英国）的主要研究人员的工作。这次国际会议将在诺丁汉举行，这将是英国有史以来第一次专门讨论MFL教育史的会议。它将包括在研讨会期间和之后开发的主题小组，并将向公众以及研究人员和教学从业者开放。两个研讨会的论文将作为特刊提交给两个同行评议的期刊。经过同行评议后，会议中选定的一卷论文将提交给领先的出版商Multilingual Matters。