List of illustrations Acknowledgements Note on spelling Note on terminology Preface to the second edition Introduction Part One: 1400-1800 Section 1: Practical language teaching 1: The early years 2: 'Refugiate in a strange country': the refugee language teachers in Elizabethan London 3: Towards 'the great and common world' 4: Guy Miege and the second Huguenot exile 5: The spread of English language teaching in Europe Section 2: On 'fixing' the language 6: An overview: 1550-1800 7: Two proposals for orthographical reform in the 1500s The work of John Hart, Chester Herald Richard Mulcaster's Elementarie 8: Two pedagogical grammars of English for foreign learners Ben Jonson's English Grammar John Wallis's Grammatica Linguae Anglicanae 9: 'Things, words and notions' 10: The language 'fixed' Latin schools and English schools Swift's proposal for a British Academy Towards Standard English Part Two: 1800-1900 Introduction English language teaching in the Empire English language teaching in Europe Section 1: English language teaching in the Empire 11: Teaching English overseas: similarities and contrasts Reports on specific territories Teaching English in India Conclusion Section 2: English language teaching in Europe 12: The grammar-translation method The origins of the method Language teaching in schools: some Anglo-German contrasts Language learning by adults: the 'practical approach' of Ahn and Ollendorff 13: Individual reformers Overview 'All is in all': Jean Joseph Jacotot The Rational Method of Claude Marcel Thomas Prendergast's 'Mastery System' Francois Gouin and the 'Series' 14: The Reform Movement The scope of the Movement The principles of reform The Klinghardt experiment The role of phonetics The work of Henry Sweet: an applied linguistic approach 15: 'Natural methods of language teaching' from Montaigne to Berlitz Learning a language through 'constant conversation' Rousseau and Pestalozzi The origins of the Direct Method Part Three: 1900 to the present day Section 1: English language teaching since 1900: the making of a profession 16: The teaching of English as a foreign or second language: a survey Phase 1 1900-46: Laying the foundations Phase 2 1946-70: Consolidation and renewal Phase 3 1970 to the present day: Language and communication Section 2 Aspects of English language teaching since 1900 17: Harold Palmer and the teaching of spoken language Palmer's life and work Palmer's methodology 18: Choosing the right words Michael West and the teaching of reading The Basic issue Carnegie and after 19: Old patterns and new directions The establishment of ELT and the post-war consensus A.S. Hornby and the teaching of structural patterns The early impact of applied linguistics (1941-60) The end of the Empire New directions in language teaching in the 1960s 20: The notion of communication The communicative approach Communication and language learning The Threshold Level Project English for Special/Specific Purposes (ESP) The Bangalore Project Conclusion 21: A perspective on recent trendsby H. G. Widdowson A chronology of English language teaching Bibliography Index
A history of English Language Teaching that takes the reader from the Renaissance to the present day. By A.P.R. Howatt. Part of the Oxford Applied Linguistics series.
'..It's a stunning read...If I were pressed to draw up a list of ten ELT titles with which to spend a year on a desert island this one would easily some into my top three.' - Wayne Trotman, EL Gazette, January 2005 'The volume remains the single most authoritative and comprehensive account of the history of English language teaching, and will surely continue to serve as a prime source for the profession for many years to come...This is a work of considerable research and scholarship characterized by rigour and balance, comprehensive yet uncluttered.' - Rani Rubdy, Director of Graduate Programmes, Institute for English Language Education, Assumption University, Bangkok. 'I found this book extremely readable...This book is fascinating, packed with human interest stories about the people who shaped our profession, while at the same time giving a clear explanation of the theoretical perspectives that inspired them.' - IATEFL Issues, February/March 2005 'To sum up, this fine book should be required reading for all members of the profession, if by profession, we include all the personages and movements that have made us what we are.' - BAAL Reviews, 2005