Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century. Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning. Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century. Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning. Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

The policies relating to language pursued by European monarchies and states have been widely studied, but far less attention has been given to their linguistic and cultural policies in territories outside their own borders. This volume takes an interdisciplinary approach to filling that gap, distinguishing and analysing several different types of linguistic and foreign cultural policies. Such policies, the contributors show, tended not to be proclaimed officially, but they nonetheless had lasting effects on both language and culture in Europe and beyond.

This important contribution to the sociolinguistics of Asian languages breaks new ground in the study of language standards and standardization in two key ways: in its focus on Asia, with particular attention paid to China and its neighbours, and in the attention paid to multilingual contexts. The chapters address various kinds of (sometimes hidden) multilingualism and examine the interactions between multilingualism and language standardization, offering a corrective to earlier work on standardization, which has tended to assume a monolingual nation state and monolingual individuals. Taken together, the chapters in this book thus add to our understanding of the ways in which multilingualism is implicated in language standardization, as well as the impact of language standards on multilingualism. The introduction, Chapter 6 and Chapter 8 are free to download as open access publications. You can access them here: Introduction: https://zenodo.org/record/5749388#.YaiwuNDP3cs Chapter 6: https://zenodo.org/record/5749522#.Yaiw-9DP3cs Chapter 8: https://zenodo.org/record/5749586#.Yai0RNDP3cs

Wide-ranging survey of a neglected but significant early German version of the Lancelot legend. Ulrich von Zatzikhoven's Lanzelet, written around the turn of the thirteenth century, has long intrigued scholars both within and outside German studies: the only remaining trace of a Lancelot legend free of the adulterousaffair with Guinevere, it has been seen both as a precursor of classical Arthurian romance in Germany, and as a post-classical imitation, and attempts to interpret it have often run foul of its contradictions. This new study takesa fresh look at its place in the history of German romance, arguing that Ulrich placed his work firmly in the Arthurian romance tradition, adopting its familiar motifs, courtly vocabulary, and idealised knightly hero, but ratherthan presenting a hero who falls from grace (as did Chretien), his Lanzelet is truly flawless from the outset. While the repeated episodes and adventures emphasise this aspect of Lancelot, they are also related in strikingly different narrative styles, which Dr McLelland suggests are not the result of authorial incompetence, but rather a source of entertainment, and a challenge to the genre as a whole. NICOLA McLELLAND is a Lecturer at Trinity College, Dublin.

The articles assembled here discuss humanism as a concept and phenomenon in the literature of the Middle Ages and the early modern age. With reference to authors, genres, and various reception phenomena, the authors set out to identify a humanistic matrix in 15th and 16th century German literature with a view to confirming or problematizing the concept as a signature of the epoch. The suitability of the term humanism as an epistemic category is subjected to searching scrutiny and discussed against the background of a broad literary spectrum with consistent reference to interrelations with the Romance cultures and the cultural touchstone represented by Latin.

New essays on the first flowering of German literature, in the High Middle Ages and especially during the period 1180-1230. The High Middle Ages, and particularly the period from 1180 to 1230, saw the beginnings of a vibrant literary culture in the German vernacular. While significant literary achievements in German had already been made in earlier centuries, they were a somewhat precarious vernacular extension of Christian Latin culture. But the vernacular literary culture of the High Middle Ages was an integral part of broader cultural developments in which the unquestioned validity of traditional authoritative models began to lose its hold. A secular culture began to emerge in which positive value began to be attached to the -- however transitory -- allegiances, pleasures, and loves of life. In new essays dealing with the most significant literary genres (the heroic epics, the romances, the love lyrics, and political poetry) and with broader political, social, and cultural issues (control of aggression, territorialization), this third volume of the Camden House History of German Literature demonstrates how the emergence of a vernacular literary culture in Germany was an important part of a broader cultural transformation in which medieval people began to redefine themselves, their relationships to one another, and the position of humanity in the scheme of things. Contributors: Albrecht Classen, Nicola McLelland, Rodney Fisher, Neil Thomas, Marion Gibbs and Sidney Johnson, Rudiger Krohn, Will Hasty, Nigel Harris, Susann Samples, Sara Poor, Michael Resler, Rudiger Brandt, Elizabeth A. Andersen, Ulrich Muller and Franz Viktor Spechtler, Ruth Weichselbaumer, W. H. Jackson, Charles Bowlus. Will Hasty is Professor of German Studies and co-founder and co-director of the Center for Medieval and Early Modern Studies at the University of Florida.