CONTEMPORARY APPROACHES TO TEACHING THE HISTORY OF THE ENGLISH LANGUAGE

Abstract

The teaching of the History of the English Language (HEL) has undergone a substantial methodological transformation over the past two decades, shifting from a tradition of formal-descriptive philology toward an explanatory, interdisciplinary, and student-centred paradigm. This article examines that transformation across six interrelated dimensions of HEL pedagogy: the theoretical reorientation toward sociolinguistic explanation; the integration of corpus linguistics and digital humanities tools into classroom practice; the adoption of functional approaches to disciplinary literacy; curricular design and the tension between chronological and thematic organisation; the balance between internal linguistic history and external socio-political context; and the critical treatment of standardisation, codification, and prescriptivist ideology. Drawing on empirical studies, pedagogical literature, and theoretical frameworks in applied linguistics, the article argues that these dimensions, when addressed in combination, constitute a coherent and evidence-based model for contemporary HEL instruction. The model prioritises students’ capacity for diachronic reasoning, empirical inquiry, and critical metalinguistic reflection – competencies that extend well beyond the HEL classroom. Particular attention is given to the needs of English language learners in linguistically diverse higher education contexts and to the expanding role of World Englishes in redefining what counts as legitimate data in the history of the language. The article concludes with directions for further research into assessment design, teacher preparation, and the integration of emerging digital resources.