The book explores links between policy and practice in language teaching in the twentieth century, challenging universal and context-free methodologies. It includes contributions from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK.

Format: Hardback
Length: 364 pages
Publication date: 18 November 2022
Publisher: Amsterdam University Press

This book presents a collection of studies from various countries, including Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK, that explore the relationship between policy and practice in language teaching during the twentieth century. The contributions aim to expand the scope of 'grounded history' within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and their connections to practices and contexts. The book highlights how theories, policy pronouncements, curricula, textbooks, and teaching approaches are not universal but are shaped by specific researchable contexts and are interpreted and responded to in practice within those contexts. By presenting a context-based perspective, the book challenges the notion that language teaching methodology is universal and context-free, emphasizing the diversity of practices across different settings. The book contributes to the field of HoLLT by providing insights into the historical development of language teaching policies and their impact on teaching practices. It also highlights the need for a more nuanced understanding of the relationship between policy and practice in language teaching, recognizing the role of context in shaping both. Overall, the book offers valuable contributions to the field of language teaching and provides a valuable resource for researchers, practitioners, and students interested in the history and development of language teaching policies and practices.

Language Teaching Policies and Practices in the Twentieth Century: A Global Perspective

This book brings together studies from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK which explore links between policy and practice in language teaching in the twentieth century. The 14 contributions set out to expand the remit of ‘grounded history within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and linking these to practices and to contexts,situating policy formulation in particular contexts on the one hand,and exploring the relationship between policy and practice on the other. In this sense,the book shows how the theories,policy pronouncements,curricula,textbooks,and overall teaching approaches which tend to feature in most histories of language teaching always emerge from particular,researchable contexts,and,in the other direction,are interpreted and responded to in practice,again,in particular contexts. In this way,we hope to contribute a context-based perspective that highlights diversity of practices,in opposition to received views that language teaching methodology is ‘universal and context-free.

Language Teaching Policies and Practices in the Twentieth Century: A Global Perspective

This book presents a collection of studies from various countries, including Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK, that explore the relationship between policy and practice in language teaching during the twentieth century. The contributions aim to expand the scope of 'grounded history' within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and their connections to practices and contexts. The book highlights how theories, policy pronouncements, curricula, textbooks, and teaching approaches are not universal but are shaped by specific researchable contexts and are interpreted and responded to in practice within those contexts. By presenting a context-based perspective, the book challenges the notion that language teaching methodology is universal and context-free, emphasizing the diversity of practices across different settings. The book contributes to the field of HoLLT by providing insights into the historical development of language teaching policies and their impact on teaching practices. It also highlights the need for a more nuanced understanding of the relationship between policy and practice in language teaching, recognizing the role of context in shaping both. Overall, the book offers valuable contributions to the field of language teaching and provides a valuable resource for researchers, practitioners, and students interested in the history and development of language teaching policies and practices.

Weight: 678g
Dimension: 163 x 242 x 26 (mm)
ISBN-13: 9789463722049