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This trend was accelerated in the fifteenth century by a growing awareness of national identity facilitated by developments such as the inventions and spread of printing
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Major educational shift, however Latin was the prevalent language taught.
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"Education sold grow out of the child’s experience of the mother tongue and foreign languages should be neglected to a subsidiary role”.
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Richard Mulcaster champions the use of vernacular English over Latin, contributing to the standardization of the English spelling system.
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Wolfgang Ratke the opened the first German mother tongue school, but inspite of arousing considerable public interest the venture eventually failed through lack of sensible practical planning
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Ratke’s follower, the great Comenius estates in his book Great Didactic: “First the mother tongue must be learned… Foreing languages should not be taught until the child was ten years old and should not take too much time”.
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John Locke wrote an essay called 'Some Thoughts Concerning Education', in which he positioned himself as a supporter of early modern foreign language teaching.
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Joseph Aickin stressed the importance of the mother tongue as the medium of instruction.
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Daviel Duncan’s plea: “dead languages are unbearable for children”
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Joseph Priestley’s conclusion: “The propriety of introducing the English grammar into English schools cannot be disputed”
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Lowth’s influential prescriptive grammar also known as the grammar that the twentieth century loves to hate, and Rousseau’s Emile or Education were published.
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Gottlieb Hennes taught German as a foreign language to the children of the staff at Yale University using objects of various kinds and a ‘conversational’ method that totally avoided the use of the native language.
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The first school of Berlitz was opened nearby Rhode Island.
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The Board of Education agreed that it was not desirable to introduce modern languages into the majority of Elementary Schools.
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The psychologist Wilder Penfield, answered the long asked question in a paper in which supported the view that pre-adolescent children were particularly well suited to the acquisition of foreign languages since their responses were still flexible enough to cope with the demands of new speech habits.
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Foreing Languages in the Elementary School programs were somewhat successful in America, young children learn well but slow. 1970: Foreign Languages were reserved for bright teens in Britain.
