Elementary Grammar Research Articles

Thomas Robertson and the Pedagogical Uses of Erasmus in Early Tudor Grammar Schools

Abstract Erasmus’ educational theories were popularized during the first half of the sixteenth century by a group of Tudor educators, who used the medium of elementary Latin grammars and introductory phrasebooks to offer practical tools for a multilingual literary culture that would come to full fruition in the second half of the sixteenth century. Their teaching notes and school commentaries that survive in their annotated textbooks provide a valuable source with which to trace how Erasmian methods of teaching were actually put into practise. Among these early educators is an obscure figure of English educational history, Thomas Robertson (fl. c. 1520–1561), headmaster of Magdalen College School in Oxford from 1526 to 1531, who devised the most thorough and comprehensive Erasmian program in his annotated edition of William Lily’s elementary grammar De Latinorum nominum generibus (Basel: Johann Bebel, 1532). In many ways, Robertson’s edition of Lily’s grammar epitomizes Erasmus’ grammatical encyclopedism expounded in De ratione studii and De duplici copia verborum ac rerum commentarii duo, which inadvertently resulted in a fundamental reinterpretation of textual studies in the Tudor classroom. It furthermore testifies to Robertson’s efforts to promote Erasmus’ trilingual ideal: a parallel Latin and Greek instruction, which was extended even to basic Hebrew from an early age.

СЕРЕДНЯ ОСВІТА 1920-х РОКІВ У РАДЯНСЬКІЙ ПРОВІНЦІЇ

During the existence of the USSR, the Bolsheviks wanted to built a new class system in which workers would be the main social group. School in this context should have been included children to the adulthood from a young age. A tool of reeducation and breakdown of a child's life was a work. The reform of secondary education in the 1920s in the USSR meant the beginning of the cultural, social and economic dialogue of the Bolsheviks with their own commonwealth. This dialogue should to determine the further social development of the USSR. Teachers, local jurisdictions and children should become leaders of the dialogue. The population of the USSR in the early 1920s was predominantly rural. That’s why children were in a traditional family. At such environment, the child didn’t have his own desires, dreams, free time, etc. Parents always involved children to the land work and housekeeping. The Bolsheviks' idea of a school, in which a child would acquire a profession and work, was met with strong resistance among the local population. In the villagers` outlook, the school had to give only reading and elementary grammar. Everything else for existence will be given by the land on which the child must look after. This caused a confrontation between Bolsheviks and local population and fit into the “one-to-one” scheme. Bolsheviks used repression, after the resistance to a unified labor school. Repression meant an attempt to subjugate the traditional population and educate a “new person”. The “other-to-other” scheme also works with respect to the main actors in school life and power. Teachers, as the main leaders of the idea of unified labor school, had to bring up a "new person" locally. But in order to bring up a "new person", must understand what it is and have clear methods of education. The only thing that was clear to the teachers of the 1920s in the USSR – to use work as a tool of education at school. This is not surprising, because the person who chose the profession of а teacher, in the beginning of the Soviet Union, was not intended to educate the generation of communists, but to save their own lives, get benefits and wages, escape from the repression because of own past. That is why, a new generation of teachers consisted of "former" people, such as: White Guards, imperial officers, rich villagers and clergy. These people learned the Soviet language and successfully held posts at the school. It was convenient, but they couldn’t become the leaders of new ideas. So, the project of unified labor school in the USSR in the early 1920s was probably a dialogue or a monologue of Soviet power to the population. School, as a tool of education, became a field of confrontation between different social groups.

A Grammar of Muqarnas: Drawings of the Alhambra by Jones and Goury (1834-1845)

<p>The muqarnas of the Nasrid Alhambra stand out as one of the most singular architectural episodes of Medieval Islamic art due to their sophisticated three-dimensional construction, whose layout remains little known. In 1834 and 1837, the architects Owen Jones and Jules Goury visited the monument in Granada and accomplished surprising drawings thereof, later published towards 1842-1845 as chromolithograph prints, which represented its architecture, ornaments, and muqarnas in a systematic way for the first time. In order to value their pioneering drawings, the historical data is briefly reviewed and several previous drawings of the Alhambra are cited. After consideration of a few questions regarding the process of data collection in Granada, a comparative analysis is presented of a cornice, a capital, an arch and a pendentive, with photos and computer-aided drawings. Thus, the principles or elementary grammar of muqarnas groupings described by these architects are highlighted, as well as the precision of their images, which resulted crucial to integrate and disseminate the architectural legacy of the Alhambra in the contemporary Western culture.</p>

An Analysis of the Practice Patterns of Elementary Grammar Textbooks according to the 2015 Revision Curriculum

우리나라 초등학교 국어 수업은 단일본 교과서를 사용하여 학습하고 있다. 단일 본 교과서는 학습 내용을 표준화하면서도 교육 내용의 질 관리를 할 수 있기 때문에 효과적이다. 하지만 수업에서 교과서가 차지하는 비중은 그만큼 높아질 수밖에 없다. 물론 교과서의 다양화를 추구하더라도 교과서의 질 관리는 중요하다. 교과서는 기본적으로 교육과정을 표상하고, 교수-학습에 도움을 줄 수 있어야 하기 때문이 교과서의 질 관리를 위해서는 이를 검증하는 작업이 반드시 필요하다. 이를 위해 타 영역 성취기준들에 포괄적인 영향을 미치면서 그 자체가 지식을 다루는 특성을 가진 문법영역의 성취기준을 대상으로 교과서 실행 양상을 분석하였다. 그리고 문법 영역의 성취기준들이 어떻게 교과서로 변환되고 있는지를 구체적으로 살피기 위해 교육과 정 대비 교과서에서의 성취기준 사용 빈도수, 단원 구성 시 문법 영역 성취기준의 중요도 정도, 타 영역 성취기준과 문법 영역 성취기준의 통합 양상, 단원 구성 과정에서의 문법 영역 성취기준 전개 양상으로 나누어 살펴보았다. 분석 결과 문법 영역의 성취기준이 타 영역에 비해 그 수가 적은 것은 차치하더라도 단원 구성 과정에서 문법 영역의 성취기준을 사용하는 비중이 매우 적다는 것과 단원 구성을 할 때 문법 영역의 성취기준을 주 성취기준으로 사용하는 일이 적은 것 도 발견할 수 있었다. 또한 타 영역 성취기준과의 결합 방식에서 예전 교과서에 비해 많이 나아지기는 했지만 영역 통합적 구성과 영역 분리적 구성이 여전히 남아 있는것을 확인할 수 있었다. 다만, 문법 영역 성취기준 중심 단원의 전개 과정을 살펴볼 때 이전과 달리 타 영역의 성취기준과 통합적으로 구성하고, 맥락 속에서 지식을 학습하며, 학습된 지식을 연계, 구조화하여 실생활 속에서 활용할 수 있게 구성한 측면은 매우 바람직한 현상으로 볼 수 있다.

На пути к мультикультурализму в Японии – популяризация «простого японского языка»

Modern Japan is resolutely turning towards creating a full-fledged multicultural society. Becoming aware of the depopulation crisis, many municipalities are actively working to attract foreigners. In combination with other measures of the Japanese government, teaching Japanese to foreigners of all levels ensures mutual understanding. The concept of “Plain Japanese” (PJL) implies the use of a simplified language with limited vocabulary and a set of elementary grammar. “Plain Japanese” was created as a means of providing information to foreigners, firstly for emergency situations, and secondly for everyday life. The scope of application of “Plain Japanese” over the past 25 years has expanded considerably. The leading role in the study of “Plain Japanese” belongs to the research team of Professor Iori Isao from Hitotsubashi University (Pref. Tokyo). Prof. Iori believes that “Plain Japanese” can perform the following key functions: 1. “Plain Japanese” as a state guarantee of “compensatory education”. Children of foreigners who grew up in Japan should also be able to socialize unhindered. “Plain Japanese” is suitable for this purpose as well as possible. 2. “Plain Japanese” as a language of communication in regional communities. In order for “Plain Japanese” to successfully perform the role of an intermediary language, not only foreigners should speak and study it, but also the Japanese who work with foreigners. 3. “Plain Japanese” as the initial level of the Japanese language across all regions. These are schools and Japanese courses for foreigners. To teach the initial level of the Japanese language in a very short time, it is necessary to considerably cut down the grammatical and lexical minimum compared to, for example, the school course of the Japanese language. At present, digital technologies have been created for translating texts to the European Congregation Campaign, research groups are being conducted, and educational literature is being produced by initiative groups.

Comparative Study on the Contents of Elementary Grammar Education in North-South Korea -focused on ‘2015 revised Korean Curriculum’ in South and ‘2013 revised Korean Curriculum’ in North-

Comparative Study on the Contents of Elementary Grammar Education in North-South Korea -focused on ‘2015 revised Korean Curriculum’ in South and ‘2013 revised Korean Curriculum’ in North-

The Choice of Aspect in Teaching Russian Elementary Grammar

The Choice of Aspect in Teaching Russian Elementary Grammar

An Elementary Grammar of Biblical Hebrew. By Edwin C. Hostetter. Biblical Languages: Hebrew 1. Sheffield: Sheffield Academic Press, 2000. Pp. 176. $84 (cloth), $29 (paperback).

Previous articleNext article No AccessBook ReviewAn Elementary Grammar of Biblical Hebrew. By Edwin C. Hostetter. Biblical Languages: Hebrew 1. Sheffield: Sheffield Academic Press, 2000. Pp. 176. $84 (cloth), $29 (paperback).Dennis PardeeDennis PardeeThe University of Chicago Search for more articles by this author The University of ChicagoPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of Near Eastern Studies Volume 65, Number 2April 2006 Article DOIhttps://doi.org/10.1086/505008 Views: 1Total views on this site * Permission to reprint a book review in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.

The Greek donatus and the study of Greek in the renaissance

This article analyzes the teaching of Greek in the Renaissance through the Greek Donatus or Pyle, a translation of Ianua, the elementary Latin grammar book used in medieval schools. Conceived as a tool for Greeks who wanted to learn Latin, Pyle became a textbook for Westerners interested in learning Greek. The text is in Greek and definitions and paradigms are given correctly, but Greek grammar is often modified to fit into the Latin grammatical categories. Students, who had learned Latin on Ianua, perhaps memorized Pyle in full and learned Greek by “superimposing” the Greek onto the Latin text.

Introduction to Syriac: An Elementary Grammar with Readings from Syriac Literature (review)

Introduction to Syriac: An Elementary Grammar with Readings from Syriac Literature (review)

WHEELER M. THACKSTON: Introduction to Syriac: an elementary grammar with readings from Syriac literature. xvii, 228 pp. Bethesda, MD: IBEX Publishers, 1999. $30.

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An Elementary Grammar of Biblical Hebrew

1University of Sheffield An Elementary Grammar of Biblical Hebrew Edwin C.Hostetter (Biblical Languages: Hebrew 1). Sheffield Academic PressSheffield 2000176Hardback£53.50 1‐84127‐101‐2Paperback£18.95 1‐84127‐102‐0

An Elementary Grammar of Biblical Hebrew

This is designed as an especially user-friendly volume. Thus it employs largely traditional nomenclature to describe grammatical phenomena. It also deals with the relatively simple noun before taking up the verbal system. Numerous examples and exercises are also provided, all culled from the Hebrew Bible itself, and the lesson vocabularies feature words which occur over 170 times in the Masoretic text. This book is designed to induct the student into the use of a printed Hebrew Bible, a Biblical Hebrew lexicon, and an advanced grammar, as well as a concise overview of how Hebrew fits within the Semitic languages. Verbal paradigms and a subject index are also included.

An Elementary Grammar of Biblical Hebrew (review)

An Elementary Grammar of Biblical Hebrew (review)

Reading and Writing the Lakota Language: Lakota Iyapi uh Wowapi nahah Yawapi

Based on extensive research and pedagogy on the Rosebud Reservation, this elementary grammar of Lakota, one of the three languages spoken by the Sioux nation, is the first written by a native Lakota speaker. It presents the Sicangu dialect using an orthography developed by Lakota in 1982 and which is now supplanting older systems provided by linguists and missionaries. This new approach represents a powerful act of self-determination for Indian education. ThoughReading and Writing the Lakota Languageis thorough in its inclusion of conjugation, syntax, and sentence, it emphasizes vocabulary and pronunciation. Author Albert White Hat Sr. presents Lakota philosophy as it applies to specific grammar lessons. Moreover, he documents the impact of the acculturation process on the language, showing how Lakota evolved as a result of non-Indian influences. The textual example offers new information and interpretation of Lakota society, even to scholars who specialize n Plains cultures. Beyond language instruction, readers will value the book for its cultural insights, humorous stories, and its entertaining tone.

An Example of Netherlands Prototypography in the Huntington

P erhaps the most often printed and ill surviving fifteenth-century book is the elementary grammar of Donatus, Ars minor. The Incunabula ShortTitle Catalogue has nearly four hundred entries unter this title, although the number of editions or even physical books these entries represent is far from certain. The Donatus grammar was one of the first books printed; copies were well used and read to pieces. Nearly all of the earliest extant examples (those from the printing centers of Mainz or the Netherlands) are fragments that were used as binding material in other books. Very few of these fragments are housed in American libraries, and we have recently discovered (or rediscovered) fragments of an early Netherlands edition in a binding at the Huntington (see fig. 1).' These fragments are the only fifteenth-century example of the Ars minor recorded in the Huntington's collection, although it is possible that our ongoing survey of incunable bindings may turn up additional examples. The book containing these fragments is from the Van Ess collection, a group of nine hundred incunables sold by Leander Van Ess to Sir Thomas Phillipps in 1824, most of which were sold to Henry E. Huntington in 1924. Van Ess books are generally preserved in their original bindings and, including the example at the Huntington, they have so far have yielded up two fragments of early Dutch printing.2

An Introduction to Koranic and Classical Arabic: An Elementary Grammar of the Language

An Introduction to Koranic and Classical Arabic is an elementary-level grammar of standard classical Arabic, the literary norm of the Arabic language that has not changed appreciably in fourteen hundred years. An indispensable tool for all who are interested in Islamic religion, science, and literature, the language presented in this book will enable the learner to study firsthand the primary sources of Islamic civilization and the classics of the Islamic Near East.

An introduction to Koranic and Classical Arabic: An elementary grammar of the language. By Wheeler M. Thackston. pp. xxv, 327. Bethesda, Maryland, Iranbooks, 1994. US $30.00.

An introduction to Koranic and Classical Arabic: An elementary grammar of the language. By Wheeler M. Thackston. pp. xxv, 327. Bethesda, Maryland, Iranbooks, 1994. US $30.00.

An Introduction to Koranic and Classical Arabic: An Elementary Grammar of the Language

An Introduction to Koranic and Classical Arabic is an elementary-level grammar of standard classical Arabic, the literary norm of the Arabic language that has not changed appreciably in fourteen hundred years. An indispensable tool for all who are interested in Islamic religion, science, and literature, the language presented in this book will enable the learner to study firsthand the primary sources of Islamic civilization and the classics of the Islamic Near East.

Preachers, Teachers, and Translators: The Social Meaning of Language Study in Trecento Tuscany

"Preachers, Teachers, and Translators: The Social Meaning of Language Study in Trecento Tuscany. " Recent scholarly studies have explicated a dynamic of popularization inherent in such medieval linguistic and literary genres as preaching and translation from Latin into the vernacular. This essay uses texts of the Italian Duecento and Trecento, by Brunetto Latini, Domenico Cavalca, and Aesop in Latin and Tuscan, to show how one essential model for preaching and translation was the work of that venerable figure of village and town, the Latin grammar master. Grammarians taught more than language skills; their discipline was also moralizing. Elementary grammar, moreover, worked conservatively, both in literary terms (in that it enforced genre distinctions and themes based on Latin models) and socially (in that it assumed hierarchical distinctions between the language realms and among writers, speakers, readers, and hearers). The grammar course aimed at initiating boys into an elite Latin world. Grammar teaching thus reinforced models of Latin wisdom literature that informed popularizing preaching and translation.