Table of Contents

Teaching the History of the English Language
eds. Moore and Palmer

Introduction
Colette Moore, University of Washington, and Chris C. Palmer, Kennesaw State University

Part I: Issues and Definitions

Language Change: Explanation and Discovery
R.D. Fulk, Indiana University, Bloomington

Language Variation: Which Strand is the Real River?
Elise E. Morse-Gagné, Tougaloo College

Standardization: How Standards of Language Develop
Raymond Hickey, University of Duisburg-Essen

Internal vs. External History: Events in HEL
Don Chapman, Brigham Young University

Colonialism: Linguistic Accommodation and English Language Change
K. Aaron Smith and Susan M. Kim, Illinois State University

Periodization: An Evolving Discipline, an Evolving Curriculum
Joanna Kopaczyk, University of Glasgow, and Marcin Krygier, Adam Mickiewicz University

Part II: Considerations and Approaches for Historical Periods

Pre-English: The Relics of Proto-Indo-European in Old English Texts
Elizabeth Bell Canon, Missouri Western State University

Old English: Teaching from Ignorance
Yin Liu, University of Saskatchewan

Middle English: An Invitation to HEL through Problem Solving
Janne Skaffari and Carla Suhr, University of Turku

Early Modern English: Teaching Transferable Skills between Language and Literature
Carol Percy, University of Toronto

Late Modern English: Teaching Language History from Below
Marina Dossena, University of Bergamo

Part III: Structuring a Course

Teaching the History of the English Language Backwards
Annina Seiler, University of Zurich

Organizing the HEL Course by Linguistic Topic
Andrew J. Pantos and Wendolyn Weber, Metropolitan State University of Denver

Developing Local Approaches to the HEL Course: An Example from Alaska
Jennifer C. Stone, University of Alaska, Anchorage

Developing Global Approaches to the HEL Course: An International, Multilingual Framework
David Blackmore, New Jersey City University

Encountering HEL through the History of the Book
Sarah Noonan, Saint Mary’s College

Prescriptivism and Teaching HEL
Anne Curzan, University of Michigan, Ann Arbor

What to Consider When Considering a Textbook
Mary Blockley, University of Texas, Austin

Part IV: Unit Design and Teaching Strategies

Personal Narratives: A Gateway to HEL
Laura Barefield, University of Massachusetts, Lowell

Getting Started: How to Construct a Primer for HEL
John G. Newman, University of Texas, Rio Grande Valley

Dictionaries and Lexicography: Research-Oriented Approaches for Larger Lower-Level HEL Classes
Stefan Dollinger, University of British Columbia, Vancouver

Library as Laboratory: Using Primary Sources and Research Tools in the HEL Classroom
Kimberly Emmons, William Claspy, and Melissa A. Hubbard, Case Western Reserve University

Integrating Literary Approaches: Translation and Modernization
Megan E. Hartman, University of Nebraska, Kearney

Inventing Words, Inventing Languages: Creative Engagement in HEL
Tara Williams, Oregon State University

Part V: Curricular Contexts

HEL and Gen Ed Requirements: Finding a Place in the Liberal Arts Curriculum
Melinda J. Menzer, Furman University

HEL and Students’ Educational Background: Children Left Behind in the Age of Assessment
Felicia Jean Steele, The College of New Jersey

HEL and the K-12 Curriculum: The Common Core State Standards
Matthieu Boyd, Fairleigh Dickinson University

HEL for Preservice Teachers: Foundational  Language Topics
Cornelia Paraskevas, Western Oregon University

HEL for Multilingual Language Learners: Integrating Approaches from TESOL
Anna Krulatz, Norwegian University of Science and Technology

HEL for Composition Studies: Critical Language Awareness
Justin Ross Sevenker, Loraine County Community College

Part VI: Resources

Online Resources for Illustrating and Researching Historical Language
David West Brown, Marymount University

Using (and Useful) Corpora for the Study of HEL
Mark Davies, Brigham Young University

Assignment for a Multimodal, Multimedia HEL
Shelbie Witte, Oklahoma State University

Using the OED for Beginning and Advanced Learning Activities
Susanne Chrambach, Freie Universität Berlin

Embracing Disparate Voices: Teaching American English Dialect Variation in HEL Using DARE
Trini Stickle, Western Kentucky University, and Kelly D. Abrams, University of Wisconsin, Madison

Exploring the History of a Word or Phrase
Tamara F. O’Callaghan, Northern Kentucky University

Suggested Word List
Anne Curzan, University of Michigan, Ann Arbor, Colette Moore, University of Washington, Chris C. Palmer, Kennesaw State University

Being Peevish: Teaching Students to Assess Grammatical Rules in Historical Context
Alan Baragona, Virginia Military Institute

Teaching the History of the English Language
eds. Moore and Palmer