Startseite Linguistik & Semiotik Chapter 6. Classroom-oriented teacher research in modern languages
Kapitel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Chapter 6. Classroom-oriented teacher research in modern languages

An innovation of the Reform Movement
  • Friederike Klippel
Weitere Titel anzeigen von John Benjamins Publishing Company
Zur Verlagsseite
Innovation in Language Learning and Teaching
Ein Kapitel aus dem Buch Innovation in Language Learning and Teaching

Abstract

We tend to think that classroom-oriented research in language teaching is a new phenomenon. However, the Reform Movement at the end of the 19th century brought forth a wide range of innovative developments, including – for the first time – teacher-led research into classroom procedures through experimentation, systematic observation, publication and ensuing scholarly discourse. Reports by several language teachers are presented here as examples of early classroom-oriented research. The chapter outlines what these teachers were trying to achieve in their language classes, how they reported on their teaching, and what reactions ensued. Thus, it gives voice to the teachers of the late 19th century, whose work is evidence of their professionalism and shows that innovation depends on both bottom-up and top-down processes.

Abstract

We tend to think that classroom-oriented research in language teaching is a new phenomenon. However, the Reform Movement at the end of the 19th century brought forth a wide range of innovative developments, including – for the first time – teacher-led research into classroom procedures through experimentation, systematic observation, publication and ensuing scholarly discourse. Reports by several language teachers are presented here as examples of early classroom-oriented research. The chapter outlines what these teachers were trying to achieve in their language classes, how they reported on their teaching, and what reactions ensued. Thus, it gives voice to the teachers of the late 19th century, whose work is evidence of their professionalism and shows that innovation depends on both bottom-up and top-down processes.

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.20.06kli

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
Jetzt anmelden und 20% sparen
Institutioneller Zugang
Wie funktioniert Authentifizierung?
Haben Sie eine Idee, wie wir unsere Website verbessern können?
Bitte schreiben Sie uns.
© 2025 De Gruyter Brill
Heruntergeladen am 19.12.2025 von https://www.degruyterbrill.com/document/doi/10.1075/aals.20.06kli/html?lang=de
Button zum nach oben scrollen