Product Description: The Academy of International Business - Middle East North Africa (AIB-MENA) Chapter presents the second volume in its series of books, this volume celebrates AIB-MENA's second conference themed 'Managing in Uncertain Times' in Dubai, UAE...read more

First published in 1970, this book examines the traditional grammar, very briefly for its Greek and Latin origins, and fully during its first two hundred years as 'English' grammar. It asks when the application of Latin grammar to English was made; how far it was made knowingly; whether anyone protested that English needed a a grammar of its own. The two hundred and seventy-two English grammars known up to 1800 are studied. Dr Michael shows that the old grammatical tradition is much less unanimous and authoritative than is often supposed, and describes a previously unknown movement to reform English grammar and make it more suited to English, which was expressed in about forty grammars during the first half of the eighteenth century. The book also provides much evidence about the relation between logic and language, especially in making definitions, and about methods of teaching during the seventeenth and eighteenth centuries.

The medieval epic poem is presented in parallel Spanish and English text with English introduction and notes

For the first time textbooks and other educational writings published in England and America in the three centuries before the 'modern' phase of English teaching (about 1700 volumes in all) have been subject to a detailed and scholarly examination. Most of the American material will be new to readers outside the United States and much of it is little known there. The writings vividly demonstrate the development of English as a teaching subject: when its varied components were first taught, by what kinds of teachers, with what intentions and by what methods. Ian Michael has made a major contribution to the history of education and of literacy, and of English in particular. Not only academic educationalists interested in the history of the curriculum, but teachers - from primary schools to university - who want to investigate the historical background of their subject and discover how their forerunners taught - will find this book of compelling interest.

(view table of contents)