Startseite Linguistik & Semiotik Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation?
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Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation?

  • Richard Smith und Tim Giesler
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Innovation in Language Learning and Teaching
Ein Kapitel aus dem Buch Innovation in Language Learning and Teaching

Abstract

As an emerging interdisciplinary, plurilingual and intercultural field (McLelland & Smith, 2018), the History of Language Learning and Teaching – and associated considerations of Applied Linguistic Historiography (Smith, 2016) – can be expected to provide useful perspectives on innovation: how, when and why to attempt it and how to sustain it, but also, from a relatively philosophical perspective, how to define and assess it. Innovation, after all, is an activity, or a construct, which is inextricably bound up with views of the past, whether imagined or well-researched – a past seen to be in need of replacement or at least reconstruction. Researching the past can, indeed, give rise to considerations of whether – and, if so, why and how – innovation occurs, or is seen to be required at all. In this introduction to a book devoted to historical perspectives on innovation, we consider three specific ways in which Applied Linguistic Historiography can contribute to a revised understanding of innovation in language teaching and we identify ways in which the chapters in the book shed new light on its nature, causes, effects and rationale.

Abstract

As an emerging interdisciplinary, plurilingual and intercultural field (McLelland & Smith, 2018), the History of Language Learning and Teaching – and associated considerations of Applied Linguistic Historiography (Smith, 2016) – can be expected to provide useful perspectives on innovation: how, when and why to attempt it and how to sustain it, but also, from a relatively philosophical perspective, how to define and assess it. Innovation, after all, is an activity, or a construct, which is inextricably bound up with views of the past, whether imagined or well-researched – a past seen to be in need of replacement or at least reconstruction. Researching the past can, indeed, give rise to considerations of whether – and, if so, why and how – innovation occurs, or is seen to be required at all. In this introduction to a book devoted to historical perspectives on innovation, we consider three specific ways in which Applied Linguistic Historiography can contribute to a revised understanding of innovation in language teaching and we identify ways in which the chapters in the book shed new light on its nature, causes, effects and rationale.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Information about the authors vii
  4. Introduction
  5. Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
  6. Part I. Product innovation
  7. Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
  8. Chapter 3. Teaching phraseology in the 19th century 43
  9. Chapter 4. Innovation in monolingual English learner’s dictionaries 59
  10. Part II. Innovation through scientific discovery
  11. Chapter 5. La linguistique appliquée 82
  12. Chapter 6. Classroom-oriented teacher research in modern languages 104
  13. Part III. Oscillations along a continuum
  14. Chapter 7. Change without innovation? 122
  15. Chapter 8. “Reflection on language” 137
  16. Part IV. Adaptation in specific contexts
  17. Chapter 9. Describing and learning the Chinese languages 164
  18. Chapter 10. Curriculum innovation through concept borrowing 180
  19. Chapter 11. Beyond written texts 199
  20. Index 217
https://doi.org/10.1075/aals.20.01smi

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Information about the authors vii
  4. Introduction
  5. Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
  6. Part I. Product innovation
  7. Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
  8. Chapter 3. Teaching phraseology in the 19th century 43
  9. Chapter 4. Innovation in monolingual English learner’s dictionaries 59
  10. Part II. Innovation through scientific discovery
  11. Chapter 5. La linguistique appliquée 82
  12. Chapter 6. Classroom-oriented teacher research in modern languages 104
  13. Part III. Oscillations along a continuum
  14. Chapter 7. Change without innovation? 122
  15. Chapter 8. “Reflection on language” 137
  16. Part IV. Adaptation in specific contexts
  17. Chapter 9. Describing and learning the Chinese languages 164
  18. Chapter 10. Curriculum innovation through concept borrowing 180
  19. Chapter 11. Beyond written texts 199
  20. Index 217
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Heruntergeladen am 20.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/aals.20.01smi/html
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