Chapters in this book

1. Frontmatter 1
2. Table of Contents 5
3. I INTRODUCTION
4. 1 Valorizing Practice in Twentiethcentury Language Learning and Teaching 11
5. II CONTENT
6. 2 Ovid’s Metamorphoses Are Read Everywhere!? Historical Remarks on a Classical Text in Latin Teaching in Germany 25
7. 3 Teaching Schiller: Philological Discourse and Educational Practice at Schools of Higher Education in the German Kaiserreich—The Example of Wallenstein 45
8. 4 Writing about German Literature: Examination and Text Forms in the French Occupation Zone, 1945–1949 71
9. III METHOD
10. 5 Practice Escaping an Ideological Grip: How the CLT Agenda Slipped through the Cracks of Error Taxonomies 97
11. 6 “Teachers May Feel that They Should …” Attempts to Align the Intended and the Taught Curriculum in 1980s Bremen Manuals for Communicative Language Teaching 121
12. 7 The Quest for Communicative Competence in Foreign Language Learning in English Schools, 1968–2010 143
13. 8 Teaching English Writing in the Twentieth Century Seen through Handbooks for Mother-tongue and Foreign Speakers 163
14. IV AIMS
15. 9 ‘Too Much Workload in Technical Schools!’ Luigi Pavia and the Teaching of English in Italian Technical Schools on the Threshold of the Twentieth Century 191
16. 10 Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan 213
17. 11 The British Juggernaut: ESP Practice and Purpose in the 1970s 237
18. V CONTEXT
19. 12 Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939) 263
20. 13 English as a Foreign Language in Georgia: From Past to Present 289
21. 14 Language Teacher Education Improvements Would Valorize Practice: A Recent History of Intercultural Language Teaching in Aotearoa/New Zealand 317
22. 15 Social Attitudes toward ‘School English’ in Classroom Practice in South Korea from 1970 to the Present 341
23. Index 361