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            <idno type="halRefHtml">&lt;i&gt;Language Learning and Teaching in Missionary and Colonial Contexts&lt;/i&gt;, &lt;a target="_blank" href="https://www.aup.nl/nl/"&gt;Amsterdam University Press&lt;/a&gt;, 2023, Series Languages and Culture in History, &lt;a target="_blank" href="https://dx.doi.org/10.5117/9789463728249_CH1"&gt;&amp;#x27E8;10.5117/9789463728249_CH1&amp;#x27E9;&lt;/a&gt;</idno>
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            <idno type="stamp" n="UNIV-PARIS3">Université Sorbonne Nouvelle</idno>
            <idno type="stamp" n="HTL" corresp="UNIV-PARIS3">Laboratoire d'histoire des théories linguistiques</idno>
            <idno type="stamp" n="UNIV-PARIS">Université Paris Cité</idno>
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              <p>In some recent studies on the history of foreign language teaching, the main objects of study were European languages. It is difficult to understand why a comparable enterprise has not been undertaken yet on the history of language learning and teaching of non-Western languages within the subfield of missionary linguistics. This chapter attempts to fill this gap. In addition, missionary texts will be discussed, focusing on their pedagogical aims and strategies, and the role of the printing press will be described. The mise en page of the learning tools certainly contributed to the creation of original pedagogical and attractive tools for their learners. What we know of fieldwork methods in this period is fragmentary and often disappointingly scarce. The same applies to the teaching methods. What we have are the texts, the grammars, and the dictionaries used in teaching, but it is still unclear how these grammars were used in practice.</p>
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              <p>Dans les travaux récents sur l’histoire de l’enseignement des langues étrangères, les langues européennes constituent le principal objet d’étude. Il est difficile de comprendre pourquoi l’histoire de l’apprentissage et de l’enseignement des langues non-occidentales, en tant que sous-domaine de la linguistique missionnaire, n’a guère suscité de travaux du même type. Nous analysons ici les textes missionnaires en mettant l’accent sur leurs objectifs et leurs stratégies pédagogiques, et nous décrivons le rôle de l’imprimerie. La mise en page a certainement contribué à la création d’outils pédagogiques originaux et attractifs pour les apprenants. Ce que nous savons des méthodes de travail sur le terrain à cette époque est fragmentaire et souvent d’une rareté décevante. Il en va de même pour les méthodes d’enseignement. Ce dont nous disposons, ce sont des textes, des grammaires et des dictionnaires utilisés dans l’enseignement, mais nous ignorons presque entièrement comment ils l’étaient.</p>
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