Learning Languages in Early Modern England

2019 ◽  
Author(s):  
John Gallagher
Keyword(s):  
Early Modern ◽  
Language Learning ◽  
Language Education ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
English Speakers ◽  
Early Modern Europe ◽  
Vernacular Language ◽  
Cultural Encounter ◽  
Language Communication

In 1578, the author, teacher, translator, and lexicographer John Florio wrote of English that it was ‘a language that wyl do you good in England, but passe Dover, it is woorth nothing’. Florio lived in an age when English was a marginal language on the international stage, and when language-learning was central to the English encounter with the wider world. This book is the first major study of how English-speakers learnt a variety of Continental vernaculars. Moving from language lessons in early modern London to the texts, practices, and ideas that underlay vernacular language education in the sixteenth and seventeenth century, and offering a new and multilingual understanding of early modern travel practices, it explores how early modern people learnt and used foreign languages, and asks what it meant to be competent in another language in this period. Multilingualism was a fact of life in early modern Europe: it animated and shaped travel, commerce, culture, diplomacy, education, warfare, and cultural encounter. This book offers a new and methodologically innovative study of a set of practices that were crucial to England’s encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. It argues for the importance of a historicized understanding of linguistic competence, and frames new ways of thinking about language, communication, and identity in a polyglot age.

‘A Conversable Knowledge’

2019 ◽  
pp. 157-207
Author(s):  
John Gallagher
Keyword(s):  
Early Modern ◽  
Language Learning ◽  
Great Emphasis ◽  
Foreign Languages ◽  
English Speakers ◽  
Educational Value ◽  
Educational Travel ◽  
Learning Practices ◽  
Early Modern English ◽  
Source Materials

This chapter considers language-learning in educational travel. Early modern English elites placed great emphasis on the educational value of travel, and saw the study and practice of vernacular languages—most commonly French and Italian—as central to educational travel. This chapter uses a rich set of manuscript source materials (including travellers’ polyglot diaries, letters, and notebooks) to show how travellers learnt foreign languages while abroad. It aims to put the education back into educational travel, showing the importance of everyday pedagogies to early modern travel practices. It argues that linguistic concerns helped to shape everything from the routes that travellers followed to the company they kept and the notes they wrote. While the focus of this chapter is on the unusually well-documented travels of mostly male and mostly wealthy English-speakers, it offers reflections on language-learning practices that are relevant to other kinds of traveller, from merchants to servants.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals Integration of Creativity-Developing Activities in Foreign Language Learning: Students’ Attitude

2020 ◽  
Vol 16 (1) ◽  
pp. 65-90
Author(s):  
Liudmila Dulksnienė ◽  
Nemira Mačianskienė
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Professional Literature ◽  
Language Class ◽  
Free Environment

SummaryThe increasing significance of science and more intensive cooperation with foreign partners have created demands for plurilingual specialists, capable of providing solid research-based solutions, able to read the most advanced professional literature in a foreign language, participate in international conferences with foreign partners, negotiate and cooperate in scientific and subject-oriented activity while freely communicating in several foreign languages. However, in the case of specialized higher education institutions, such as medical or agricultural universities, foreign language learning is often oriented to the learning of occupational terminology; whereas acquisition of plurilingual communicative competence is much more than linguistic competence, it is a multifaceted competence and its acquisition can be enhanced by integrating creativity-developing activities into the program curricula. The aim of the study was to reveal the students’ attitude towards the integration of creativity development when studying foreign languages at a higher education institution. The generalized results of the study suggest that even though students considered linguistic competence (vocabulary and grammar) to be most important in language learning, yet they valued the acquisition of socio-cultural competence as important in communicating cross-culturally. The students’ attitude to the application of the elements of art in foreign language classes was positive, as these elements increased their interest and motivation in learning; integration of drawing and creation activities facilitated communication; the assignments became motivating and useful when communicating on intercultural topics. The students also positively evaluated the teacher’s work, the teacher’s assistance and positive approach to the evaluation of application of the elements of art by the students, which was the key element in the success of such classes. The importance of stress-free environment was singled out as a prerequisite for creativity expression and communication in a foreign language class.

scholarly journals Foreign language learning and education in minority circumstances. Problems and possible solutions

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Szilvia Batyi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
The State ◽  
Foreign Languages ◽  
Foreign Language Acquisition

Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.

scholarly journals Foreign Languages and Creativity — The Quiet Connection in a Globalized/Interconnected World How focusing on "deep work" can help foster creativity, and foreign language competency

2018 ◽  
Vol 9 (1) ◽  
pp. 34 ◽  
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Silent Period ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Languages ◽  
The Sustainable Development ◽  
Analytical Skills ◽  
The Creation

This article examines the significance of foreign language learning and multilingualism in the development of those habits of mind that foster creative thought, critical thinking, and analytical skills, all needed in the globalized interconnected world and workplace -- particularly, the role of solitude and quiet in the development of creativity and critical thinking, as well as the deep, although seldom mentioned, paradoxical, significance of quiet, and even silence, in the foreign language learning process. In addition to the traditional and contemporary reasons for studying a foreign language for cultural and communicative reasons, this article demonstrates that foreign language as a discipline develops the ability to focus through often solitary "deep work" and "deep practice" on the development of foreign languages skills that can be generalized to other subjects and tasks across the disciplines and across linguistic and cultural boundaries. Many Languages One World (MLOW) offers an illustrative example of the ability of students who have mastered other languages to turn their ability to quietly focus, in solitude, to the creation of their winning essays, to collaborative teamwork in developing a UN presentation on the Sustainable Development Goals, and to the creation and delivery of their part of the team presentation.  Future steps include incorporation of the silent period into foreign language education to foster sustainable creativity, as well as inclusion of this additional benefit of foreign language learning in promotion and advocacy for foreign languages at all levels.

scholarly journals Praca w grupach jako forma realizacji celów komunikacyjnych i refleksji nad językiem

Neofilolog ◽  
2012 ◽  
pp. 117-130
Author(s):  
Iwona Janowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Team Cooperation ◽  
Teaching Team ◽  
Learning Team

Language learning in cooperation is a social and sociocultural dimension of action-based approach. By means of language education the school prepares students to undertake social activities and to cooperate with native language speakers. Therefore, teamwork teaching and learning, team pursuance of mutual goals with the use of foreign language has become one of the priorities of action-based didactics. We usually talk about positive aspects of teamwork in the context of communication teaching. Team cooperation is less frequently perceived as a form of pursuing another goal of language education, i.e. linguistic competence development. Apart from pursuing communicative goals work in small groups lets the learners get involved in explicit work with language structures, observe and discover language rules, test formed hypotheses in texts they create and master their competencies by reflecting on the language. The purpose of the paper is to present organisational forms of classes applied most frequently in foreign language teaching and learning actionbased process.

scholarly journals Welke didactische aanpak voor vt-vertaalcolleges in het universitaire vreemdetalenonderwijs?

2019 ◽  
Vol 28 ◽  
pp. 91-102
Author(s):  
Muriel Waterlot
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Teaching Model ◽  
Advantages And Disadvantages ◽  
Catholic University ◽  
The University

How to approach didactically the translation classes in the university-based teaching of foreign languages? During the last decade translation in foreign language teaching has experienced renewed interest. At present, research in this area focuses not so much on the advantages and disadvantages of translation, but on the question of how it can be optimally integrated and taught in higher education. We decided to look for an answer to that question in the didactics of translation and foreign language education. The result of our study is the teaching model that we present in this article. We also demonstrate how we applied this model during the practical FL-translation classes taught to third-year undergraduate students of the programme offered by the Dutch Chair of the John Paul II Catholic University of Lublin where translation is taught as part of the Dutch language learning programme.

scholarly journals Linguistic and didactic aspects of the “linguistic consciousness” formation in teaching foreign languages: grammar skills formation

2021 ◽  
pp. 105-114
Author(s):  
Aida R. Nurutdinova ◽  
Olga V. Shelestova ◽  
Irian Vasallo Baez
Keyword(s):  
Foreign Language ◽  
Gradual Increase ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Quality Of Teaching ◽  
Language Communication ◽  
Grammatical Skills ◽  
Communication Step

The process of learning grammar is quite time-consuming. Poor grammar is often the reason that prevents people from communicating freely and competently in a foreign language. Definitely, some textbooks offer a sufficient number of grammar exercises, but, as a rule, these exercises are not aimed at communication. Therefore, it is quite natural that at the beginning of the formation of grammar skills, students do not have sufficient linguistic competence and psychological readiness for full-fledged foreign language communication. Consequently, the task of teachers is to create such conditions in the educational process where students are involved in communication step by step, with a gradual increase in psychological stress and linguistic load, at the same time including grammar tasks in the learning process. Thus, the relevance of this article is determined by the increased requirements for the quality of teaching a foreign language with a view to earlier communication and the undeveloped issues related to the problem of developing and improving grammatical skills.

scholarly journals INICJATYWY RADY EUROPY I KOMISJI EUROPEJSKIEJ NA RZECZ WSPIERANIA REFLEKSYJNOŚCI NAD PROCESEM UCZENIA SIĘ I NAUCZANIA JĘZYKA OBCEGO

Neofilolog ◽  
2019 ◽  
Vol 1 (43/1) ◽  
pp. 95-109
Author(s):  
Małgorzata Jedynak
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
European Commission ◽  
Linguistic Diversity ◽  
Focal Point ◽  
Language Education ◽  
Foreign Languages ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Reflective Approach

In the era of globalisation a command of foreign languages is regarded as a priority. For this reason, the Council of Europe and the European Commission promote language learning and linguistic diversity. A focal point in their language policy is reflection, which is recognized as a key feature of an employee’s professionalism. Therefore, the importance of reflection is stressed throughout all the years of language education. The objective of this paper is to give information about the documents, tools and actions which support a reflective approach to language learning and teaching in Europe.

Speaking Books

2019 ◽  
pp. 55-100
Author(s):  
John Gallagher
Keyword(s):  
Social Interaction ◽  
Early Modern ◽  
Market Price ◽  
Physical Object ◽  
Early Modern England ◽  
Linguistic Competence ◽  
Teaching Skills ◽  
Early Modern Europe ◽  
Correct Pronunciation ◽  
Over Time

If you wanted to learn a foreign language in early modern England, the cheapest and most useful tool available was a multilingual conversation manual. Working from a corpus of over 300 editions, this chapter charts the changing place of these texts in the early modern print market: price, authorship, what languages they offered, and how they developed as a physical object. Using these books, readers engaged with the multilingual oral and aural worlds of early modern Europe. Changes in the form of these manuals over time were closely tied to developments in pedagogy and reading. The kind of reading advocated by these manuals was rarely silent or abstract. In teaching skills from correct pronunciation to social interaction, these manuals demanded that readers confer the text with the oral, sociable world beyond. This chapter offers a new way of understanding linguistic education, multilingual reading, and shifting ideals of linguistic competence.

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