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• W4285703497 abstract "Reviewed by: Learning Languages in Early Modern England by John Gallagher Andrew Fleck Learning Languages in Early Modern England. By John Gallagher. Oxford University Press, 2019. 288 pp. The early modern English understood their language to have limited usefulness beyond the shores of Britain. Some English writers who hoped that their language would one day be more valued might have been surprised by the present global ubiquity of English. In their own time they recognized that they lived on an island at the margins of Europe and that Latin and a variety of European vernaculars dominated the discourse. English people, then, were obliged to learn other languages if they hoped to participate in the broader intellectual or commercial life of early modern Europe. In his fascinating monograph, Learning Languages in Early Modern England, John Gallagher examines some of the methods available to early modern English people who wanted to develop familiarity with languages other than English. Latin, Greek, and Hebrew might have been available in traditional educational programs, but the modern vernaculars, like French or Dutch, could be learned only in other settings. Drawing on a massive archive of printed books, including three hundred conversation manuals, and spanning more than two centuries of language practices, Learning Languages offers a stimulating new approach to the study of language acquisition both in early modern England and, indirectly, today. [End Page 161] The book has four lengthy chapters. The first chapter surveys initiatives to provide language instruction in continental vernaculars, despite the failure of such efforts to become part of the formal curricula of English schools and universities. Gallagher affectionately sketches vignettes of the work of numerous immigrants who tried to offer language tutoring in sixteenth- and seventeenth-century London. For instance, in St. Paul’s Churchyard, Claudius Hollyband successfully instructed late-sixteenth-century Londoners in the “prestige variety of French” he spoke (38). We learn that language instruction happened in informal ways at the universities, where intellectuals from the continent arrived to teach other subjects and offered French or Italian lessons on the side. We follow tutors in private households, who helped the young members of prominent families acquire French and the children of merchants to learn Dutch. Late in the seventeenth century, immigrants founded a number of academies specializing in language instruction. Gallagher traces the tutors through the printed works they penned, through rare manuscript materials they wrote for their pupils or that students copied out, and through their correspondence. This is a thoroughly researched and masterful synthesis of a massive amount of material. In each of Gallagher’s chapters, the primary topic provides an umbrella for a number of important related themes. For instance, in its third chapter, which surveys the different uses to which language instruction was put, Gallagher addresses matters of gender. What sort of linguistic skills did early modern English women learn? Some books of language instruction were specifically designed for women, of course, but Gallagher goes beyond this obvious approach by examining how women are represented in the language manuals devoted to topics like trade or by following a particularly skillful female linguist, like Bathsua Makin, who appears periodically in archival documents. Gallagher deftly weaves this topic into a chapter whose larger concerns include how language learners tried to gain understanding of markers of class, how they learned to manage disagreements in a language other than their native tongue, how they attempted to master commercial transactions in another language, and how immigrants themselves learned a new language in England. Gallagher’s best work is on display in his chapter devoted to [End Page 162] “Speaking Books”: the hundreds of conversation manuals available in early modern England. The chapter tries to reconstruct the now-opaque practices associated with the use of these manuals. Here he traces the advent of printed books in which another language is linked with English in something more than a “phrasebook” but different from a “grammar.” As the English became particularly attentive to commercial or political matters in France, or Spain, or the Italian peninsula, or the Low Countries, dozens of conversation manuals featuring that region’s language came into print. Crucially, Gallagher argues, these books inspired use, that is, the actual..." @default.
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• W4285703497 date "2020-03-01" @default.
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• W4285703497 title "Learning Languages in Early Modern England by John Gallagher" @default.
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