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In:History of Linguistics 2017: Selected papers from the 14th International Conference on the History of the Language Sciences, (ICHoLS 14), Paris, 28 August – 1 September
Edited by Émilie Aussant and Jean-Michel Fortis
[Studies in the History of the Language Sciences 127] 2020
► pp. 189–204

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The history of language learning and teaching (HoLLT) in the history of linguistics

ORCiD logo with link | University of Nottingham
Published online: 20 May 2020
DOI logo with link
https://doi.org/10.1075/sihols.127.13mcl
Abstract
Fifty years after two of the first overviews of the history of language teaching (Titone 1968, Kelly 1969), this paper highlights the value of the history of language learning and teaching (HoLLT) to the history of linguistics, from three perspectives: (1) theoretical and descriptive insights; (2) insights into practice (e.g. changing conceptions and articulations of what it means to learn a language, reflecting changing language ideologies); and (3) making space in the history of linguistics for “history from below” – in particular as learning and teaching of languages, offered a space for females’ participation in and visibility in linguistic matters.
Article outline
  • 1.Introduction
  • 2.HoLLT and new descriptive and theoretical insights in the history of linguistics
    • 2.1The case of word order in German
    • 2.2HoLLT and timelines for language change and language description: The case of forms of address in German
  • 3.Observing Changes in practice in HoLLT as evidence for changing language conceptualizations and ideologies
  • 4.History of linguistics ‘from below’, especially women in the history of linguistics
  • 4.Conclusion
  • Notes
  • References
References (67)
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