This chapter summarizes recent scholarship on the history of philology and literary theory, and on calls for a “return to philology.” It explains the potential usefulness of theoretical questions for teaching the History of the English language (HEL). It summarizes a set of relevant theoretical issues for organizing a HEL curriculum along a series of contrasts and self-critical questions: synchrony vs. diachrony; content vs. structure; levels of change; conscious vs. unconscious variation; stability vs. instability; standard vs. nonstandard; language difference and identity. The chapter then presents a series of sample inquiries and resources for foregrounding these issues in teaching practice. It concludes with a summary set of practical observations about teaching outcomes for promoting greater discourse awareness through HEL, and the potential scope for further theoretical elaboration in HEL teaching.
|Title of host publication||Approaches to Teaching the History of the English Language|
|Subtitle of host publication||Pedagogy in Practice|
|Number of pages||11|
|State||Published - Jan 1 2017|
Bibliographical notePublisher Copyright:
© Oxford University Press 2017. All rights reserved.
- Critical theory
- History of the English language
- Literary theory
ASJC Scopus subject areas
- Arts and Humanities (all)
- Social Sciences (all)