Toussaint-Langenscheidt method

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"Method Toussaint-Langenscheidt" lettering with Langenscheidt trademark , around 1910

The Toussaint-Langenscheidt method (abbreviated “ MeTouLa ” or “ Metoula ”) is a method developed in the mid-19th century for learning foreign languages in self-study . The method is named after its founders Charles Toussaint (1813–1877) and Gustav Langenscheidt (1832–1895). It experienced practical dissemination in the form of learning letters and books over a period of around a hundred years until around the middle of the 20th century. It has a firm place in the European history of methods of foreign language teaching. It no longer plays a significant role in modern foreign language didactics.

The MeTouLa language course publications formed the basis of today's Langenscheidt publishing group , which was founded in 1856 under the name Expedition of Educational Works using the Toussaint-Langenscheidt method . Gustav Langenscheidt was one of the pioneers of distance learning ; he encouraged self-learning with the help of lesson letters without a teacher. As part of the joint development of methods between 1854 and 1856, the two language teachers Toussaint and Langenscheidt also created a simple phonetic transcription , which was also widely used in publications by other publishers and was only replaced in the German-speaking countries by the International Phonetic Alphabet (IPA) in the 20th century .

properties

Sample sheet of a language learning letter for Spanish based on the Toussaint-Langenscheidt method with interlinear translations

In principle, MeTouLa is based on the language teaching methods of James Hamilton (1769–1831) and Jean Joseph Jacotot (1770–1840). At the beginning of the 19th century, Hamilton and Jacotot, independently of one another, propagated direct language learning on the basis of literal translations and without prior lengthy introductions to regulations, as they were previously common. The Toussaint-Langenscheidt method is also based far more on reading and speaking than on the urgent learning of correct grammar .

Important elements of the method were from the beginning:

  1. a verbatim interlinear translation (see fig.),
  2. an easily understandable phonetic transcription ,
  3. a consistent obligation to repeat the lessons daily (necessary self-discipline ).

What was particularly new about the method was that parallel to the original text and the translation, the pronunciation was also systematically carried out in the form of its own phonetic transcription . This was particularly important because in the case of pure self-study based on written teaching material only, there were no acoustic models for pronunciation (“auditor”, e.g. teachers or native speakers).

The interlinear translation was typically carried out in the following order:

  • first line: original text (foreign language),
  • second line: pronunciation (foreign language),
  • third line: word-for-word translation (German).

Detailed explanations for understanding and special features accompanied each interlinear section.

Phonetic spelling

The " phonetic system" or "pronunciation alphabet " developed mainly by Gustav Langenscheidt comprised only German letters ( Fraktur ) and - "for foreign sounds for which the German written language has no characters" - some Latin letters ( Antiqua ) and letter combinations ( digraphe , e.g. B. "ch"). The sound values ​​of the letters corresponded to the high German pronunciation. Sounds, syllables or words that can be spoken particularly clearly are marked in bold, while weak, fleeting sounds are indicated by smaller superscript letters. There were also five additional characters: A breve ( ˘ ) indicated a short sound, a macron ( ¯ ) a long one. A word accent was marked with a dash ( ′ ), a sentence accent with a double dash ( ″ ). A liaison arc (◌‿◌ Unicode UNDERTIE U + 203F) was used to identify a phonetic connection .

Areas of application

The Toussaint-Langenscheidt method was aimed at adults who wanted to learn a foreign language as comprehensively as possible outside of school and independently. An important prerequisite for successful self-study was the confident use of Standard German in writing and pronunciation - a circumstance that was not a matter of course for large sections of the population at the time, especially in the 19th century.

The main areas of application were printed language learning letters (German – foreign language), which appeared in numerous editions for around a hundred years in the Langenscheidt publishing program. Outside Germany, some other publishers published translated editions (e.g. Dutch foreign language) and adaptations of these learning letters. Langenscheidt also occasionally offered records with voice recordings to supplement the acoustics of the learning letters, for which the method was also used. There were also compact books in which the method was used to specifically convey only those language skills that were primarily necessary for everyday conversations.

Language learning letters

The “reading grate”, a template for selective reading of the foreign language text, the pronunciation or the translation

The basis of the "letter-based language and speaking instruction" according to the Toussaint-Langenscheidt method was a collection of printed learning letters, which - similar to a delivery novel or a loose-leaf collection - consisted of several individual parts and the total volume corresponded to an extensive textbook with several hundred pages.

The first written self-study course appeared in 1856 and was aimed at German speakers who wanted to learn French. The lesson letters quickly became popular; as early as 1881, the 30th edition of the “French letters” was available. In 1861 the Toussaint-Langenscheidt method was transferred to English. Further language editions followed. The 14th and last foreign language in the series was Hebrew in 1923.

The content of the documents for each language was divided into two courses, each with 18 lessons (learning units), which in turn were divided into several sections, departments and sub-departments. Two lessons were stapled together in octave format to form a learning letter. A total of 36 learning letters were published per language. A slipcase was included for orderly storage . In addition, there was a brochure introducing the learning method, a title page, a template called “Reading Grid” (DRGM 257529) for selective reading of the interlinear translations , a work plan, a subject index and several supplements (e.g. typing aids, conjugation patterns, notes on country-specific Letter styles, outline of literary history).

The self-study language courses were sold both as a complete package and as a subscription , in which the individual learning letters were sent to customers by post at regular intervals - usually at two-week intervals . The two course units could also be used independently of each other. The subscription purchase recommended and aggressively advertised by the publisher, which should enable learning in manageable, coordinated portions, was common. The following applies: "Studying a letter requires about two hours a day, fourteen days, that of a course of eighteen letters requires nine months." For both partial courses together and thus for the desired complete learning of a language, one and a half years were regular estimated.

Example of a diploma issued after successfully completing an examination following a self-study language course

At the end of a complete language course, the publisher provided an examination task on request, the preparation of which was then examined by experts. Subsequently, a certificate about the language test was issued and, if at least the grade “sufficient” was given, a “multicolored diploma made by an artist ”.

The sales of the MeTouLa language learning letters were promoted, among other things, by the fact that new customers received a "test letter" or the first learning letter in duplicate with the initial delivery and were expressly asked to pass it on to other interested parties (an early form of the marketing concept " customers attract customers " ). Around 1915, a complete set of MeTouLa language learning letters cost 27 Marks (if both courses were purchased in full and prepayment) or 36 Marks (if individual letters were paid in part), depending on the payment method . The additions to the letters were included in these costs. Only for the slipcase ("portfolio and sleeve") was an additional charge of 1.30 marks when the letters were ordered individually.

At the end of the 1950s, Langenscheidt finally stopped publishing the MeTouLa language learning letters in favor of didactically differently prepared language courses and books.

List of 14 MeTouLa "Language Learning Letters for Germans" published by Langenscheidt:

  1. Ancient Greek (from A. Tegge)
  2. English (from van Dalen, Lloyd, G. Langenscheidt)
  3. French (by Toussaint and G. Langenscheidt)
  4. Hebrew (by Carl Willing)
  5. Italian (by H. Sabersky and Gustavo Sacerdote)
  6. Latin (by Carl Willing)
  7. Dutch (by CF Bierhout and Ch. Altena)
  8. Polish (by A. Krasnowolski and Fr. R. Jakob)
  9. Portuguese (by Luise Ey )
  10. Romanian (by Ghiță Pop and Gustav Weigand )
  11. Russian (by A. Garbell, K. Blattner, Körner, L. von Marnitz and P. Perwow)
  12. Swedish (by E. Jonas, Ebbe Tuneld and CG Morén)
  13. Spanish (by S. Graefenberg and D. Antonio Paz y Mélia)
  14. Hungarian (by József Balassa and L. Palóczy)

Phonotoula plates

Phonotoula lettering with gramophone

From 1905, the written language courses based on the Toussaint-Langenscheidt method - “the first of all language teaching methods worldwide” - were supplemented by “ phonographic records ” for the gramophone . The type of teaching was legally protected under the name "Phonotoula" as a utility model (DRGM 111041).

The first Langenscheidt records were available for the self-study English course and were produced in cooperation with the Deutsche Grammophon-Gesellschaft . Records for other languages ​​followed. Finally, “three speaking plates discussed on both sides” were available for all 14 languages ​​of the learning letters. The phonotoula plates were only optional, but not necessary, components of the learning programs. Around 1915 the “set of three letter plates” cost 15 marks.

Metoula phrasebook

From 1912 the “Metoula phrasebook” was introduced as a further series of publications in book form . These small-format books were aimed primarily at travelers and contained, thematically structured, the most important vocabulary for business and private conversations. This series was not about completely learning a new language, but about enabling simple communication in everyday situations.

Until the 1960s, the Metoula phrasebook appeared in a total of 34 languages. Due to the fact that the content has been updated several times, the individual editions differ greatly from one another. In 1963 the series was renamed "Langenscheidts PhraseBook".

Legal

Advertisement for the MeTouLa language learning letters published by WJ Thieme from Zutphen in the Netherlands

In particular, at the end of the 19th and beginning of the 20th century, there were several publishers who tried to jump on the economic success of the Toussaint-Langenscheidt method with similar names, similar presentation, etc. However, the method was the property of the Langenscheidtschen publishing bookstore (Prof. G. Langenscheidt) , today the Langenscheidt publishing group . All MeTouLa original works were provided with a trademark and protected by patent . The trademark was - in the spirit of international understanding - the illustration of a stylized globe with three interlocking hands that were labeled France, England and Germany (French and English were the first two foreign languages ​​of the MeTouLa learning letters). In addition, there was the lettering Ohn 'Fleiß no price and a capital "L" with the year 1856. The letter L stood as an abbreviation for Langenscheidt, the year indicated the foundation of the publishing house and the publication of the first MeTouLa work. To this day, at the beginning of the 21st century, Langenscheidt's L is used as a striking logo, albeit in a greatly simplified form.

The pure name "Toussaint-Langenscheidt" was also protected as a trademark in several countries . Various individual components such as the “reading grate” were subject to utility model protection .

Notes / individual evidence

  1. ^ NN: The Toussaint-Langenscheidt method. Langenscheidtsche Verlagsbuchhandlung, Berlin, undated (supplement to the language course brochure, approx. 1915, p. 7)
  2. ↑ The first publications were titled "Lesson letters for learning the French language" or "Letter-based language and speech lessons for self-study of the French language".
  3. ↑ NN: Notable facilities for teaching by letter. Section “Duration of Study”. Langenscheidtsche Verlagsbuchhandlung, Berlin, undated (supplement to the language course brochure, approx. 1915, p. 9)
  4. ↑ a b NN: Brief compilation of the main peculiarities of Toussaint-Langenscheidt self-instruction. Langenscheidtsche Verlagsbuchhandlung, Berlin, no year (supplement to the language courses brochure, approx. 1915, p. 11)
  5. ↑ a b NN: Self-teaching original method Toussaint-Langenscheidt. Sections "Cost of Tuition" and "Part Payments". Langenscheidtsche Verlagsbuchhandlung, Berlin, undated (Trial letter in Spanish, approx. 1915, pp. 2 and 11)
  6. ↑ a b c d NN: Phonotoula. The Toussaint-Langenscheidt method and the gramophone. Langenscheidtsche Verlagsbuchhandlung, Berlin, no year (supplement to the language course brochure, approx. 1915, p. 16)
  7. ↑ The abbreviation DRGM stands for German Reichsgebrauchsmuster.
  8. ^ A b c Langenscheidt: Milestones in the history of publishing

Web links

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