ABSTRACT
It is easy, and rather dangerous, to view language-teaching methodology, and indeed other aspects of education also, as a continuous upward progress through history. This view recognises that there have been occasional setbacks and difficulties, but generally sees an upward path illuminated by growing scientific insight and culminating in today’s practice, not yet perfect but moving towards perfection. Involved in this attitude is the occasional not too precise glance at assumptions, approaches, methods, courses, syllabuses, examinations of previous times, followed by pious astonishment that their perpetrators could be so obtuse, out-of-touch, ill-informed, or down-right foolish. But in fact a closer reading of older books on language teaching may well surprise: you may be struck by how much there is, once you have allowed for those often trivial matters and attitudes which are specific to the age, that coincides with modern ideas. Read Jespersen or Comenius and you find yourself constantly saying ‘But I thought that was a new idea.’ And these two have much in common with each other, over 250 years, as well as with modern ideas.
