This set includes the works of neglected theorists such as Horace Wyatt and Michael West. This set complements English as a Foreign Language Teacing, 1912-1936: Pioneers of ELT.

Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language.

Uncovering the role of literature, late imperialism, and the rise of new models of internationalism as integral to the invention of Global English, this book focuses on three key figures from the “Vocabulary Control Movement” - C.K. Ogden, Harold Palmer, and Michael West - who competed for market share for their respective language teaching systems - Basic English, the Palmer Method, and the New Method - through battles over word lists and teaching methods in the 1920s and 30s. Drawing on archives from the Carnegie Corporation and considering language teaching in eight global sites, this book analyzes how a series of conferences in New York and London resolved their conflicts and produced a consolidated, international standard form of English. As a postcolonial approach to the development of the field of English Language Teaching, it reveals how these language debates were proxy battles over an idealized global subject: an urban, secular, consumer moving seamlessly between the tribal and global, speaking both mother tongues and an international lingua franca, Global English. Featuring analysis of the primary texts of each of the three key figures in this book as well as close readings of their readers, which featured adaptations of well-known literary texts from writers like Poe, Dickens, Wordsworth, Milton and Wells, it recovers a neglected history of English as it was redefined as an international language through anti-colonial resistance in the peripheries and transatlantic power struggles in the metropole during the interwar period.