The history of language learning and teaching in Britain

This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how languages have been taught (and why); and the emergence of the modern infrastructure of language teaching policy and practice. I conclude with case study of the contribution of Walter Rippmann, a key figure, in the period 1895 to ca. 1920, a time of professionalisation of language teaching and of efforts towards innovation and change, which set the agenda for many of the major developments of the twentieth century, including a call for scientifically based language teaching and a greater emphasis on the spoken language

Synthesis and characterization of naphthalimide-functionalized polynorbornenes

ABSTRACT: Highly fluorescent and photostable (2-alkyl)-1H-benzo[de]isoquinoline-1,3(2H)-diones with a polymerizable norbornene scaffold have been synthesized and polymerized using ring-opening metathesis polymerization. The monomers presented herein could be polymerized in a living fashion, using different comonomers and different monomer ratios. All obtained materials showed good film-forming properties and bright fluorescence caused by the incorporated push–pull chromophores. Additionally, one of the monomers containing a methylpiperazine functionality showed protonation-dependent photoinduced electron transfer which opens up interesting applications for logic gates and sensing. GRAPHICAL ABSTRACT: [Image: see text

History of ESL Pronunciation Teaching

This chapter tells the story of over 150 years in the teaching of English as a second language (ESL) pronunciation. An analysis of historical resources may reveal a reliable history of pronunciation teaching. A consistent theme within the historical record is that prior to the second half of the nineteenth century pronunciation received little attention in L2 classrooms. Beginning in the 1850s and continuing for the next 30 years, early innovators such as Berlitz, Gouin, Marcel, and Predergast were rejecting and transitioning away from classical approaches. A change that resulted in pronunciation teaching\u27s considerably more consequential second wave was the formation in Paris during the period 1886-1889 of the International Phonetic Association. The 1950s-1970s coincide with a slow rise of attention to innovations in how to teach pronunciation. If we may speculate on the future of ESL pronunciation teaching, there is every reason to feel optimistic

Feasibility of sand filters to wastewater treatment in rural areas in Algeria: experimental study

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