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Defining ‘Normal’: methodological issues in Aphasia and intelligence research
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The East India Company Language Policy in the early 19th Century
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Victorian medical awareness of childhood language disabilities
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Beyond existing prosodic dichotomies: perception of aesthetic prosodic properties of speech and music in a right-hemisphere stroke patient
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The laryngoscope and 19th century British understanding of laryngeal movements
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Beyond existing prosodic dichotomies: Perception of aesthetic prosodic properties of speech and music in a right-hemisphere stroke patient ...
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Music and language expressiveness: When emotional character does not suffice: the dimension of expressiveness in the cognitive processing of music and language
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Investigating the biographical sources of Thomas Prendergast’s (1807-1886) innovation in language learning
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Preserved appreciation of aesthetic elements of speech and music prosody in an amusic individual: A holistic approach
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An ecological method for the sampling of nonverbal signalling behaviours of young children with profound and multiple learning disabilities (PMLD)
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Morell Mackenzie’s contribution to the description of spasmodic dysphonia
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The third man: Robert Dunn’s (1799-1877) contribution to aphasia research in mid 19th century England
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Review of differential diagnosis and management of spasmodic dysphonia
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Tracing Spasmodic Dysphonia: the source of Ludwig Traube’s priority
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A late 19th-Century British perspective on modern foreign language learning, teaching, and reform: the legacy of Prendergast’s “Mastery System”
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Abstract:
The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/15073/1/15073.pdf https://doi.org/10.1075/hl.43.1-2.06per https://eprints.bbk.ac.uk/id/eprint/15073/
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The Victorian question of the relation between language and thought
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Singing by speechless (Aphasic) children: Victorian medical observations
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Examining language functions: a reassessment of Bastian's contribution to aphasia assessment
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