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In contrast with other works on the history of language learning and teaching, this book is innovative in assigning a much more important role to practice and to the reciprocal relationship of policies and practice (rather than investigating top-down processes from policies to practice). The fourteen contributions highlight various contexts of language education in the twentieth century, combining inside out ('emic') perspectives, drawing on teachers'/learners' experience within the classroom, and outside in ('etic') perspectives, looking at external factors such as the curriculum or education policies and considering how teachers and learners respond to these. Each chapter starts from one perspective, yet at the same time takes into account the reciprocal effects between the two directions of movement (inside out / outside in). This volume asks, how has the practice of language learning and teaching been influenced by policies and context - and vice versa?
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