World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany

2019 ◽  
pp. 81-92
Author(s):  
Regina Schleicher
Keyword(s):  
Nineteenth Century ◽  
Language Teaching ◽  
French Language ◽  
World Knowledge

Translation and Its Affects

2018 ◽  
Vol 47 (1) ◽  
pp. 203-215
Author(s):  
William A. Cohen
Keyword(s):  
Nineteenth Century ◽  
Middle Class ◽  
French Language ◽  
Cultural Norms ◽  
The Novel ◽  
Language Competence ◽  
Vanity Fair ◽  
Good Morning ◽  
Do So

Vanity Fair (1848) famously opens with a departure. As Becky Sharpe flounces off from Miss Pinkerton's academy, she takes leave of her patron by telling her “in a very unconcerned manner … and with a perfect accent, ‘Mademoiselle, je viens vous faire mes adieux.’” Miss Pinkerton, we learn, “did not understand French, she only directed those who did: but biting her lips and throwing up her venerable and Roman-nosed head … said, ‘Miss Sharp, I wish you a good morning’” (7). This performance of befuddlement on the part of a respectable schoolmistress bespeaks a whole collection of Victorian cultural norms about language competence in general and about the French language in particular. Even though the action is set in a period when Becky's speaking “French with purity and a Parisian accent … [was] rather a rare accomplishment” (11), the novel was written for a mid-nineteenth-century audience that could mainly count on middle-class young ladies to have acquired this degree of refinement—or at least to aspire to do so.

Language studies by women in Australia

2020 ◽  
pp. 367-400
Author(s):  
Jane Simpson
Keyword(s):  
Nineteenth Century ◽  
Language Teaching ◽  
Indigenous Languages ◽  
Language Documentation ◽  
Indigenous Australian ◽  
Language Studies ◽  
Language Study ◽  
Family Demands ◽  
Analytic Skills ◽  
Australian Languages

Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.

Epilogue

2020 ◽  
pp. 492-497
Author(s):  
Karl Raitz
Keyword(s):  
Nineteenth Century ◽  
Industrial Production ◽  
Historical Ecology ◽  
Environmental Context ◽  
Social Processes ◽  
World Knowledge ◽  
Old World ◽  
Complex Process ◽  
Personal Experiences

A historical ecology perspective permits an understanding and appreciation of the breadth of influences brought to bear on human events in time and place. Kentucky’s nineteenth-century distilling industry converted from traditional craft work to mechanized industrial production in a very complex process that blended environmental context with Old World knowledge, invention and innovation, associations with complementary industries, and conjunctions with a range of other economic, political, and social processes. Such linkages improved productivity but also introduced chains of contingencies and risk. The telling of this story and the underwriting of its authenticity are supported by archives that record how people of differing backgrounds and experiences, be they innovators or managers or laborers, enslaved or free, contributed to the industry’s development. Much of their work and many of their personal experiences are anonymous, but they are collectively represented in documents, narratives, and landscape.

Liberalism, Nationalism and Socialism: The Birth of Three Words

1970 ◽  
Vol 32 (2) ◽  
pp. 147-166 ◽  
Author(s):  
G. de Bertier de Sauvigny
Keyword(s):  
Nineteenth Century ◽  
Western Europe ◽  
French Language ◽  
Old Order ◽  
Present Essay ◽  
History Of

Three powerful ideologies emerging in the first half of the nineteenth century combined to destroy the Old Order in Western Europe and shape its future: liberalism, nationalism and socialism. Little is known about the genesis of the three words that served to designate these ideologies. The most casual research will reveal astonishing contradictions among the recognized authorities, the lexicographers, not to speak of some glaring mistakes that appear in the writings of notable historians. For such shortcomings there is no lack of excuse. Indeed, in order to produce a sound and indisputable history of these three master words, it is necessary to sift so much material—no less than the whole printed output of the age—that the task appears quite hopeless. The present essay, therefore, is clearly open to criticism and revision; it has no other purpose than to suggest some guidelines of approach and to patch together some of the scraps of evidence now available. All this, let it be well understood, being confined to the French language and scene. Similar probes in the English or German soil would undoubtedly reveal different patterns.

Thirty years of French language planning in Malaysia: From individual attempt to national strength

2017 ◽  
Vol 2017 (244) ◽  
Author(s):  
Regis Machart ◽  
Sep Neo Lim
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Planning ◽  
Boarding Schools ◽  
French Language ◽  
Day Schools ◽  
Ministry Of Education ◽  
Internationalisation Of Higher Education

AbstractFrench language teaching (FLT) started in Malaysian boarding schools in the 1970s due to the initiative of a few Malaysian teachers who had acquired some knowledge during colonial times. It was formally implemented by the Malaysian Ministry of Education (MOE) in 1984 and in the 2000s, FLT developed greatly in parallel with the internationalisation of higher education. The country had no former expertise in teaching French on a larger scale and future teachers had to be sent abroad to be trained in French. Thirty years later, this language has not only become part of the linguistic scenery in Malaysian boarding schools, as the MOE has also extended the teaching of French to normal day schools. This article will review the language planning regarding French language teaching in Malaysia as an example of foreign language planning in the country, and will focus on its implementation in the Malaysian secondary schools from the 1970s to 2014. Issues of teaching hours and textbooks will not be dealt with, as these matters are left to the circumspection of the respective schools.

Language Teaching in New Zealand

1981 ◽  
Vol 2 ◽  
pp. 189-202
Author(s):  
Grameme D. Kennedy
Keyword(s):  
Nineteenth Century ◽  
New Zealand ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Education ◽  
British Colonization ◽  
English Speaking ◽  
National Boundaries ◽  
Almost All

Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. The second direction, occurring particularly over the last decade or so, has focused on the English language education of immigrants speaking English as a second language and coming as adults or children to a largely English speaking country. This review deals particularly with these two major directions in language teaching and does not, therefore, cover the teaching of foreign languages such as French or German as academic subjects in New Zealand.

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