German Through English Eyes ― A History of Language Teaching and Learning in Britain 1500-2000

McLelland contributes to debates about fundamental aspects of language teaching and learning by providing a historical perspective in the shape of an interdisciplinary history of German language learning and teaching in the British Isles. Her focus is not on teaching methodology, but on the historical context of what has been taught: both the language and the culture. She draws not so much on teaching theory as on the actual textbooks that teachers and learners used.,McLelland contributes to debates about fundamental aspects of language teaching and learning by providing a historical perspective in the shape of an interdisciplinary history of German language learning and teaching in the British Isles. Her focus is not on teaching methodology, but on the historical context of what has been taught: both the language and the culture. She draws not so much on teaching theory as on the actual textbooks that teachers and learners used.,McLelland contributes to debates about fundamental aspects of language teaching and learning by providing a historical perspective in the shape of an interdisciplinary history of German language learning and teaching in the British Isles. Her focus is not on teaching methodology, but on the historical context of what has been taught: both the language and the culture. She draws not so much on teaching theory as on the actual textbooks that teachers and learners used.,McLelland contributes to debates about fundamental aspects of language teaching and learning by providing a historical perspective in the shape of an interdisciplinary history of German language learning and teaching in the British Isles. Her focus is not on teaching methodology, but on the historical context of what has been taught: both the language and the culture. She draws not so much on teaching theory as on the actual textbooks that teachers and learners used.,McLelland contributes to debates about fundamental aspects of language teaching and learning by providing a historical perspective in the shape of an interdisciplinary history of German language learning and teaching in the British Isles. Her focus is not on teaching methodology, but on the historical context of what has been taught: both the language and the culture. She draws not so much on teaching theory as on the actual textbooks that teachers and learners used. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)