In contrast with other works on the history of language learning and teaching, this book is innovative in assigning a much more important role to practice and to the reciprocal relationship of policies and practice (rather than investigating top-down processes from policies to practice). The fourteen contributions highlight various contexts of language education in the twentieth century, combining inside out ('emic') perspectives, drawing on teachers'/learners' experience within the classroom, and outside in ('etic') perspectives, looking at external factors such as the curriculum or education policies and considering how teachers and learners respond to these. Each chapter starts from one perspective, yet at the same time takes into account the reciprocal effects between the two directions of movement (inside out / outside in). This volume asks, how has the practice of language learning and teaching been influenced by policies and context - and vice versa?

This volume assembles texts dedicated to the linguistic and educational aspects of missionary and colonial enterprises, taking into account all continents and with an extended diachronic perspective (fifteenth-twentieth centuries). Strictly speaking, this 'linguistics' is contemporary to the colonial era, so it is primarily the work of missionaries of Catholic orders and Protestant societies. It can also belong to a retrospective outlook, following decolonization. In the first category, one mostly finds transcription, translation, and grammatization practices (typically, the production of dictionaries and grammar books). In the second category, one finds in addition descriptions of language use, of situations of diglossia, and of contact between languages. Within this framework, the volume focuses on educational and linguistic policies, language teaching and learning, and the didactics that were associated with them.

What was the perception of Greece in Europe during the later nineteenth century, when the attraction of romantic philhellenism had waned? This volume focuses on the reception of medieval and modern Greece in the European press, rigorously analysing journals and newspapers published in England, France, Germany, Italy, and the Netherlands. The essays here suggest that reactions to the Greek state's progress and irredentist desires were followed among the European intelligentsia. Concurrently, new scholarship on the historical development of the Greek language and vernacular literature enhanced the image of medieval and modern Greece. This volume's contributors consider the press's role in this Europe-wide exchange of ideas, explore the links between romantic and late philhellenism and highlight the scholarly nature of the latter. Moreover, they highlight the human aspects of cultural transfers by focusing on networks of mediators, publishers and scholarly collaborators. This context enhances our understanding of both the creation of Hellenic studies and the complex formation of the modern Greek identity.