A brief history of language teaching
French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
Sixteenth Century
Children entering ‘’grammar school’’ in England were initially given a rigorous introduction on Latin grammar, which was taught through rote learning, translation and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue.
Sixteenth, Seventeenth, and Eighteenth Centuries
As ‘modern’ languages began to enter the curriculum of European schools, they were taught using Textbooks which consisted of grammar rules, lists of vocabulary, and sentences for translation. Speaking was not the goal, and oral practice was limited to students reading aloud the sentences they had translated.
Eighteenth Century
Practical-minded linguistics such as Henry Sweet, Wilhelm Vietor and Paul Passy began to provide the intellectual leadership needs to give reformist ideas greater credibility and acceptance.
1.880
The International Phonetic Association was founded in 1886, and its International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed.
1.886
Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. Initially this created a market for conversation books and phrase books intended for private study, but language teaching specialists also turned their attention to the way modern languages were being taught in secondary schools.
The approach based on the study of Latin had become the standard way of studying foreign languages in schools. Oral work was reduced to an absolute minimum, while a handful of written exercises, constructed at random, came as a sort of appendix to the rules.
This approach to foreign language teaching became known as the Grammar- Translation Method.
Nineteenth Century
Grammar translation dominated European and foreign language teaching from the 1840s to the 1940s. Although the Grammar- Translation Method often creates frustration for students, it makes few demands on teachers and is still used in situations where understanding literary texts is the primary focus of foreign language study.
1.994
At the end of this century, when a more concerted effort arose in which the interests of reform-minded language teachers and linguists coincided. Teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement.
Nineteenth Century
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Transcript
A brief history of language teaching
French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
Sixteenth Century
Children entering ‘’grammar school’’ in England were initially given a rigorous introduction on Latin grammar, which was taught through rote learning, translation and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue.
Sixteenth, Seventeenth, and Eighteenth Centuries
As ‘modern’ languages began to enter the curriculum of European schools, they were taught using Textbooks which consisted of grammar rules, lists of vocabulary, and sentences for translation. Speaking was not the goal, and oral practice was limited to students reading aloud the sentences they had translated.
Eighteenth Century
Practical-minded linguistics such as Henry Sweet, Wilhelm Vietor and Paul Passy began to provide the intellectual leadership needs to give reformist ideas greater credibility and acceptance.
1.880
The International Phonetic Association was founded in 1886, and its International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed.
1.886
Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. Initially this created a market for conversation books and phrase books intended for private study, but language teaching specialists also turned their attention to the way modern languages were being taught in secondary schools.
The approach based on the study of Latin had become the standard way of studying foreign languages in schools. Oral work was reduced to an absolute minimum, while a handful of written exercises, constructed at random, came as a sort of appendix to the rules. This approach to foreign language teaching became known as the Grammar- Translation Method.
Nineteenth Century
Grammar translation dominated European and foreign language teaching from the 1840s to the 1940s. Although the Grammar- Translation Method often creates frustration for students, it makes few demands on teachers and is still used in situations where understanding literary texts is the primary focus of foreign language study.
1.994
At the end of this century, when a more concerted effort arose in which the interests of reform-minded language teachers and linguists coincided. Teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement.
Nineteenth Century