This book brings together studies from Georgia, Germany, Italy,
Japan, New Zealand, Poland, South Korea, and the UK which explore
links between policy and practice in language teaching in the
twentieth century. The 14 contributions set out to expand the remit
of 'grounded history' within the field of History of Language
Learning and Teaching (HoLLT) by focusing on language teaching
policies and linking these to practices and to contexts, situating
policy formulation in particular contexts on the one hand, and
exploring the relationship between policy and practice on the
other. In this sense, the book shows how the theories, policy
pronouncements, curricula, textbooks, and overall teaching
approaches which tend to feature in most histories of language
teaching always emerge from particular, researchable contexts, and,
in the other direction, are interpreted and responded to in
practice, again, in particular contexts. In this way, we hope to
contribute a context-based perspective that highlights diversity of
practices, in opposition to received views that language teaching
methodology is 'universal' and context-free.
General
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