"By adopting a historical perspective, this edited collection of papers takes a fresh look at a key concept in applied linguistics, that of innovation. A substantial introduction advocates historical re-evaluation of this notion via exploration of its rise to prominence, while the ten subsequent chapters present in-depth case studies of apparently successful as well as ineffective innovation(s), from the early eighteenth to the late twentieth century. Language learning/teaching developments in Brazil, China, England, France, Germany and Italy are considered along with 'global' innovations in language learner lexicography, while the languages considered include Chinese, English, French, Italian, Latin, Portuguese and Spanish. Various types of primary source material are utilized, illustrating the possibilities of applied linguistic historiography for both students and academics new to the field. The book questions ideas of perpetual innovation and progress, supporting the adoption of more critical perspectives on change and innovation in applied linguistics and language teaching"-- Provided by publisher

lgrsnf/AN 3623528.pdf.pdf

zlib/no-category/Richard Smith & Tim Giesler/Innovation in Language Learning and Teaching. Historical perspectives_28428302.pdf

Benjamins Publishing Company, John

Netherlands, Netherlands

Retail Version

Innovation in Language Learning and Teaching
Editorial page
Title page
Copyright page
Table of contents
Information about the authors
Introduction
Chapter 1 How can perspectives from Applied Linguistic Historiography improve our understanding of innovation?
Why are historical perspectives on innovation needed?
How did innovation rise to prominence?
Characterizing and identifying innovation
Managing innovation with historical sense
Aspects of innovation, from chapter authors’ perspectives
Product innovation
Innovation through scientific discovery
Oscillations along a continuum
Adaptation in specific contexts
Conclusion
Note on peer reviews, editorial assistance and translations
References
Part I Product innovation
Chapter 2 Tart–scriblita–torta–torte–torta–tortilha: A piece of cake!
Introduction
R. John Andree’s A vocabulary, in six languages
Andree’s insights in relation to language learning
The Vocabulary’s macro- and micro-structure
Concluding remarks
Note on authorship
References
Primary sources
Secondary sources
Chapter 3 Teaching phraseology in the 19th century
Introduction
The RPD
Analysis of selected entries
English toabandon
French abandonner
English will
French volonté
French vouloir
Main findings
Concluding remarks
References
Primary sources
Secondary sources
Chapter 4 Innovation in monolingual English learner’s dictionaries
Introduction
A brief history of monolingual English learner’s dictionaries
Defining vocabularies and definitions
Grammar and usage
Example sentences and the use of corpora
Frequency information
Pictorial illustrations
Microstructure
Other innovations
Electronic learner’s dictionaries
Conclusion and outlook
References
Primary sources
Secondary sources
Appendix. Chronological table of monolingual English learner dictionary publications
Part II Innovation through scientific discovery
Chapter 5 La linguistique appliquée
Introduction
L’Association Internationale de Linguistique Appliquée (AILA)
La Linguistique appliquée and “linguistics applied”
The emergence of LA in France and AL in the US and the UK
Institutional developments
Scholarly associations
Language teaching and teacher education
Scholarly publications
Contours of la linguistique appliquée and the separate development of SLA
The new linguistics of Antoine Culioli
AFLA and ATALA
Developing research in teaching foreign languages
Second Language Acquisition
Some conclusions and implications for the French language education landscape
Theoretical considerations
Institutional concerns
Language teaching and teacher education
References
Primary sourcces
Secondary sources
Chapter 6 Classroom-oriented teacher research in modern languages
Conditions for classroom-oriented research
19th-century historical context
Teachers looking at their classrooms
Klinghardt, Junker and Fehse
The research studies in detail
Pedagogical principles
New methodology
Research aspects
Conclusion
References
Primary sources
Secondary sources
Part III Oscillations along a continuum
Chapter 7 Change without innovation?
Introduction
Background
A multitude of “Direct” methods
Languages of theorists and practitioners
Conclusion
References
Primary sources
Secondary sources
Chapter 8 “Reflection on language”
A new, broader perspective on language education
“Reflection on language”
“Reflection on language” in Italian ELT lower secondary school textbooks
Research design
“Reflection on language”
“Reflection on language”
Conclusions
Acknowledgements
References
Primary sources (1): Student’s and teacher’s books
Primary sources (2): Others
Secondary sources
Part IV Adaptation in specific contexts
Chapter 9 Describing and learning the Chinese languages
Introduction
Learning Chinese pronunciation
Describing and learning Chinese grammar
Concluding remarks
References
Primary sources
Secondary sources
Chapter 10 Curriculum innovation through concept borrowing
Introduction
Learner autonomy
Analysing concept borrowing
Defining key terms
Analytical procedure
The concept of learner autonomy in the Chinese context
Recovery from the Cultural Revolution (1978–1986)
Stable development (1987–2001)
Educational reform (2002–2007)
From 2007 onwards ...
Conclusion and implications
Acknowledgement
References
Primary sources
Secondary sources
Chapter 11 Beyond written texts
Introduction
Modern language teaching and learning in Brazil
Colégio Nossa Senhora Auxiliadora, Campo Grande, and the objects for language classes
Conclusion
Acknowledgements
References
Primary sources (1): Colégio Nossa Senhora Auxiliadora documents
Primary sources (2): Others
Secondary sources
Index

2024-04-07