Dai maestri di lingue ai professori di lingue in Europa : atti delle giornate di studio, "Les ’langues entre elles’ dans les contextes et situations d’enseignement en Europe, du XVIe siècle au début du XXe siècle, médiations, circulations, comparaison

220 Pages·2010·2.244 MB·Italian

by  Villoria Prieto, Javier

QUADERNI DEL CIRSIL
8 - 2009
CIRSIL
Centro Interuniversitario di Ricerca sulla Storia
degli Insegnamenti Linguistici
www.lingue.unibo.it/cirsil
COMITATO SCIENTIFICO
Annalisa Aruta Stampacchia – Università di Napoli “Federico II”
Michel Berré – Université de Mons-Hainaut
Marina Bondi – Università di Modena e Reggio Emilia
Maria Carreras – Università di Bologna
Maria Catricalà – Università di Roma “La Sapienza”
Jean-Claude Chevalier – Université de Paris VII
Maria Colombo – Università Statale di Milano
Paola Maria Filippi – Università di Bologna
Enrica Galazzi – Università Cattolica del Sacro Cuore, Milano
Werner Helmich – Universität Graz
Gisèle Kahn – ENS LSH, Lyon
Douglas A. Kibbee – University of Illinois
Giovanni Iamartino – Università Statale di Milano
Jacqueline Lillo – Università di Palermo
Anna Maria Mandich – Università di Bologna
Marie-France Merger – Università di Pisa
Nadia Minerva – Università di Catania
Carla Pellandra – Università di Bologna
Maria Giuseppina Pittaluga – Università di Genova
Bruna Ranzani – Università di Pisa
Rachele Raus – Università di Torino
Anne Schoysman – Università di Siena
Javier Suso López – Universidad de Granada
Renzo Tosi – Università di Bologna
Félix San Vicente – Università di Bologna
Dai maestri di lingue ai professori
di lingue in Europa
[ 8 ]
Atti delle giornate di studio : « Les ‘langues entre elles’ dans les contextes
et situations d’enseignement en Europe, du XVIe siècle
au début du XXe siècle : médiations, circulations, comparaisons »
(APHELLE. CIRSIL, PHG, SEHEL, SIHFLES)
(Granada, novembre 2008)
a cura di
Javier Villoria
Propietà letteraria riservata.
© Copyright 2009 degli autori.
Tutti diritti riservati.
Dai maestri di lingue ai professori di lingue in Europa [8] : atti delle giornate di studio « Les
‘langues entre elles’ dans les contextes et situations d’enseignement en Europe, du XVIe siècle
au début du XXe siècle : médiations, circulations, comparaisons », organizzate dalle società
APHELLE, CIRSIL, PHG, SEHEL e SIHFLES. Granada (Spagna), 5-7 novembre di 2008 / a
cura di Javier Villoria. - Granada, Comares, 2010.
- 220 p. : 14,8 cm.
(Quaderni del CIRSIL ; 8) (Alma-DL. Quaderni di ricerca)
ISBN 978-88-491-2944-1
Volume publicato con il contributo del GI-LEC
Versione elettronica disponible su http://amsacta.cib.unibo.it/
SUMARIO
Presentazione (JAVIER VILLORIA) 9
AIDA MARÍA MARTÍN CAPARROS
Universidad de Granada
El «método conversacional» en la enseñanza de lenguas: los li-
bros de diálogos en el siglo XVI 17
DIANA ESTEBA RAMOS
Universidad de Málaga
Marie-Hélène Maux Piovano. Université Marc Bloch Strasbourg
Aproximación sincrónica a la nomenclatura francés-español del
diccionario de Hornkens (1599) 35
JORDI CANALS PIÑAS
Università degli Studi di Trento
Un método de italiano en la Castilla de fines del siglo XVI 51
ANTONIO MARTÍNEZ GONZÁLEZ
Universidad de Granada
Lengua y cultura en los Diálogos de Zumarán (Grammatica y
pronvnciacion alemana y española. Viena, 1634) 69
ELENA CARPI
Universidad de Pisa
El discurso de los españoles en los Colloquia et Dictionariolum
octo linguarum 93
LUISA CHIERICHETTI
Università degli Studi di Bergamo
Los ejemplos en algunos métodos de español para italianos
(siglos XIX-XX) 109
8 Sumario
ANNA MIŠTINOVÁ
Universidad Carolina de Praga
La proyección checa de métodos y manuales plurilingües en los
siglos XVI y XVII: de Valerius a Comenius. 127
ESTEBAN T. MONTORO DEL ARCO
Universidad de Granada
M.ª JOSÉ GARCÍA FOLGADO
Universitat de València
El análisis lógico y gramatical en los manuales escolares del si-
glo XIX (francés, castellano y latín) 143
MONICA MARSIGLI
Università di Bologna
Konversationsbücher e Lesestücke per l’insegnamento/appren-
dimento delle lingue straniere: alcuni esempi nell’Austria del XIX
secolo 161
JAVIER VILLORIA PRIETO
Universidad de Granada
La enseñanza de la lengua inglesa en la España del XIX. Nueva
(1845) y Novísima Gramática Inglesa (1864), de Antonio Bergnes
de las Casas 177
MARÍA CRISTINA BORDONABA ZABALZA
Università degli Studi di Milano
La enseñanza de las lenguas extranjeras en la Italia del ventennio:
entre ideología y estereotipación 199
Lettura 217
Quaderni del CIRSIL – 8 (2009) – www.lingue.unibo.it/cirsil
Presentazione
In the year 2008 the International Symposium, The relationships be-
tween languages in European educative contexts: mediations, circula-
tions, comparisons and confrontations (16th to early 20th century) took
place in Granada. This scientific event was sponsored by SEHEL
(Sociedad Española para la Historia de las Enseñanzas Lingüísticas), in
cooperation with APHELLE (Associaçao Portuguesa para a Historia do
Encino das linguas e Literaturas Estrageiras), CIRSIL (Centro Interuni-
versitario di Ricerca sulla Storia degli Insegnamenti linguistici) and
SIHFLES (Société Internationale pour l’Histoire du Français Langue
étrangère et Seconde)
The congress aimed to respond to an innovative approach in the lan-
guage teaching and learning process which is gaining ground in the fields
of plurilingualism and multilingualism didactics which means that the
scientific borders of these disciplines are being transformed in the ideo-
logical representations and in the learning and teaching practices.
Many of the contributions of the congress deepened in the historic
knowledge of this approach. Precisely the teaching process of languages
constituted a common field of reflection until the raising of the assimi-
lation between language-nation-culture (19th century). The period un-
der study, 16th to 20th centuries, presents relevant figures in the fields
of Didactics, Linguistics, Humanities and thinkers whose proposals and
reflections produce a movement that is still valid nowadays in many
cases. Some of them were: Comenius, Locke, Luis Vives, Jacotot,
Chantreau, Ratke, etc. Here we move from the natural to the traditional
method going through the Pedagogy of the Jesuits. It is in this long pe-
riod where a new method of teaching languages was built upon the base-
ment in which we work nowadays, in a common reflection throughout
Europe. This work gathers some of those contributions from specialists
10 Presentazione
in different languages (Spanish, French, English, Italian, Portuguese,
German, etc.), which probe, and shed light in that network of relation-
ships and influences interwoven and set up in those centuries in Europe
and which constitute an identification and recognition bond.
The language teaching profile, whether foreign language or second
language, plays a relevant role in the language teaching and learning pro-
cess. Based on this statement a number of questions arise: Has it always
been the same? Where is the limit of the role of the teacher? Does “lan-
guage master” mean today the same as it meant in the 16th, 17th, 18th,
19th and 20th centuries? Do they have the same doubts as we have to-
day? All these questions and many more arise when you try to under-
stand the concept of the teaching practitioner from the responsibility it
implies. But our intention is not just to stop in this parameter, and for
that reason we give meaning to Escolano’s words (1997)1 when he makes
his Harold Silver’s complaint of the “silences” in the history of teach-
ing. Here he includes the discredited and belittled didactic materials and
the practices associated to them, which reflect, without any doubt, the
daily tasks of educative institutions. For that we would try to clarify some
of those “silences”. It is impossible to understand the raison d’être of
those didactic materials without having an idea and understanding of the
role played by language teachers.
Here lies the reason for the title of this book, De los maestros de
lenguas a los profesores de lenguas en Europa (From language mas-
ters to language teachers in Europe), which fulfils one of the expec-
tances raised from the beginning: every future language teacher should
have a clear historic perspective to understand the theoretical and prac-
tical conceptualization that holds and is the base of the language teach-
ing methodology used nowadays. It is impossible to reflect and act upon
the teaching praxis if you ignore the arguments and foundations of the
methodology implemented in the past by language teachers, or language
masters, the term generally coined for them.
This volume presents the studies of eleven scholars in linguistic
historiography, a research whose contributions revolve around the role
teachers played in the language teaching and learning process in Europe.
The first work, El “método conversacional” en la enseñanza de
lenguas: los libros de diálogos en el siglo XVI, by Aida María Martí
1 ESCOLANO BENITO, A. (coord.) (1997). Historia ilustrada del libro escolar en
España. Del Antiguo Régimen a la Segunda República. Madrid: Fundación Sánchez
Ruipérez.
Quaderni del CIRSIL – 8 (2009) – www.lingue.unibo.it/cirsil