Edited by Émilie Aussant and Jean-Michel Fortis
[Studies in the History of the Language Sciences 127] 2020
► pp. 189–204
Fifty years after two of the first overviews of the history of language teaching (Titone 1968, Kelly 1969), this paper highlights the value of the history of language learning and teaching (HoLLT) to the history of linguistics, from three perspectives: (1) theoretical and descriptive insights; (2) insights into practice (e.g. changing conceptions and articulations of what it means to learn a language, reflecting changing language ideologies); and (3) making space in the history of linguistics for “history from below” – in particular as learning and teaching of languages, offered a space for females’ participation in and visibility in linguistic matters.