دانلود کتاب Policies and Practice in Language Learning and Teaching: 20th-century Historical Perspectives

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Table of Contents\nI INTRODUCTION\n1 Valorizing Practice in Twentiethcentury Language Learning and Teaching\nII CONTENT\n2 Ovid’s Metamorphoses Are Read Everywhere!? Historical Remarks on a Classical Text in Latin Teaching in Germany\n3 Teaching Schiller: Philological Discourse and Educational Practice at Schools of Higher Education in the German Kaiserreich—The Example of Wallenstein\n4 Writing about German Literature: Examination and Text Forms in the French Occupation Zone, 1945–1949\nIII METHOD\n5 Practice Escaping an Ideological Grip: How the CLT Agenda Slipped through the Cracks of Error Taxonomies\n6 “Teachers May Feel that They Should …” Attempts to Align the Intended and the Taught Curriculum in 1980s Bremen Manuals for Communicative Language Teaching\n7 The Quest for Communicative Competence in Foreign Language Learning in English Schools, 1968–2010\n8 Teaching English Writing in the Twentieth Century Seen through Handbooks for Mother-tongue and Foreign Speakers\nIV AIMS\n9 ‘Too Much Workload in Technical Schools!’ Luigi Pavia and the Teaching of English in Italian Technical Schools on the Threshold of the Twentieth Century\n10 Yoshisaburô Okakura and the Practical Value of the Study of English in Secondary Schools in Early Twentieth-century Japan\n11 The British Juggernaut: ESP Practice and Purpose in the 1970s\nV CONTEXT\n12 Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939)\n13 English as a Foreign Language in Georgia: From Past to Present\n14 Language Teacher Education Improvements Would Valorize Practice: A Recent History of Intercultural Language Teaching in Aotearoa/New Zealand\n15 Social Attitudes toward ‘School English’ in Classroom Practice in South Korea from 1970 to the Present\nIndex