-
1497-1547
Under Henry VIII reign a new energy emerged in the European Education. which was inspired by humanists and cultural achievements, the Standard Grammar. -
Vernacular languages began to take over functions and clear practical use of Latin skills mostly in church, also secular activities such as Administration and law .
-
The stage was set for what might have been a major educational shift away from Latin and towards the vernacular languages.
-
A Revival of interest in the history and culture of the ancient lip by Scholars like Erasmus, Vives and other Renaissance humanists which revitalized the study of the classical language and encourage a deeper knowledge of the literature of antiquity.
-
1582- Richard Mulcaster “First part of the elementarie” he spoke for the use of English. English was the language of our liberty and freedom. His book sets a programme of the codification of the English language. he contributes to the standardisation of the English spelling system.
-
Wolfgang Ratke opened the first German mother tongue school, at Koethen in Saxony, eventually failed through lack of practical planning.
-
Ratke’s basic principle “Methodus” was restated in different guises by educational innovators up to the present day: In everything we should follow the order of nature.
-
“Great Didactic” the great Comenious underlined the central role of the mother tongue in the child’s exploration of meaning.
-
Jeshua Poole point out that young children would learn Latin grammar better and more quickly if they learnt English grammar first.
-
John Locke “Some thoughts concerning education” contained a sensible advice on a modern system of education to replace the horrors of the grammar schools.
-
Joseph Aickin stressed the importance of the mother tongue as the medium of instruction throughout the education system.
-
Acoording to Daniel Duncan “the learning of dead languages is a yoke that neither were nor our fore-fathers could ever bear when we were children. And I fancy the loathsomeness of that dry study comes for want of reasoning previously with them enough about the nature of words and their dependency on one another in their own mother tongue.”
-
*Joseph Priestley manifestated that “the propriety of introducing the English grammar into English schools cannot be disputed.” *Robert Lowth, manifestated that “to enter at once upon science of grammar and the study of a foreign language is to encounter two difficulties together, each of which would be much lessened by being taken separately in its proper order.”
-
The Lowth's Short Introduction to English Grammar published that the twenty century loves to hate. (the same year) In the other hand, one curious coincidence was Rousseau's Emile, or education the equally influential quasi-novel about teaching.
-
Emile's book is designed as a 'story' which describes the education of a boy of the same name and it is rich source of ideas which have since become the stock-in-trade of progressive education.
-
Vernacular movement gradually gathered support, but progress was slow and it was always seen as “second best” to the traditional if increasingly moribund Latin grammar school tradition.
-
Pestalozzi’s disciple, Friedrich Froebel, creates an educational institution for very young children known as the “kindergarten”.
-
(in the Mid 1860s)
Gottlieb Heness is inspired by the “object lesson” to teach German as a foreign language to the children of the staff at Yale University. After the success of that experiment, he and Lambert Sauveur open a school of languages in Boston, founding the known “Natural Method” of language teaching. -
Nearby Rhode Island, the first school of Berlitz is opened, which used the “Direct Method”.
-
The emergence of direct methods and natural approaches Modified the methodology of the teaching-learning process, this lead the creation of activities in classroom that included foreign languages.
-
Johann Heinrich Pestalozzi develops the “object lesson”, in which the starting point is a simple object that the children can explore by describing its various characteristics.
-
Was stated that foreign languages “were unsuited to the needs of elementary schoolers”.
-
It was discussed that it “was not desirable to introduce modern languages into elementary schools”
-
The Canadian programme was remarkable for the strength of commitment it revealed majority-language speakers to encourage the learning of minority language.
-
Large-scale shifts of population have resulted in substantial linguistic minorities in countries where they did not exist before, and the expansion of bilingual education programmes in areas of the world like Britain
-
William Penfield supported the view that pre-adolescent children were particularly well-suited to the acquisition of foreign languages.
-
The absence of foreign languages from most of the state education sector was seriously questioned.
-
The Mids 60s
The FLES (Foreign Languages in the Elementary School) programme continued until mid 60s with some success but new ideas failed to materialize. -
A native french-speaking teacher aplyed a ta small experimen to teach French to primary school children.(FLES), this experiment ended up taking shape into the government and a number of primary schools started teaching French.
-
In Britain before the 70s Foreign languages were reserved for bright adolescents, the top 20% who had passed the entrance test to the grammar schools.