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Why do we teach modern languages?
Should every child learn a modern language?
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abroad adopted architecture argument artificial language attempt auxiliary language average Baroque Basic English become Brazil British cent claims classes commercial Committee considerable countries culture culture of Italy culture of Spain curriculum Cyril Norwood difficulty Dutch English-speaking Entente Cordiale Esperanto Europe favour foreign language France give grammar greater Greek Honours course importance influence international auxiliary language international language Italian Italian literature Italy Jane Ellen Harrison knowledge language study large number Latin learner lectures less linguists literary literature Liverpool London lyric means mediaeval millions modern language teaching Modern Studies once Otto Jespersen painting perhaps period political Portuguese position possible practice present progress pronunciation pupils reasons Renaissance Romance Romance language Russian sculpture second language Secondary schools Slavonic Spain Spanish Spanish—Now speak standard taught teachers to-day trade University vocabulary vowels words writers young