Recent work in the field of History of Language Learning and Teaching (HoLLT) has juxtaposed accounts of the teaching of particular languages and of language learning and teaching in various European countries or regions. These juxtapositions have increased the potential for historically based identification of commonalities and differences within European language education overall. In this paper I first review previous research, focusing attention on some of the aspects of 'unity' which can already be identified, including:
* Shared heritage of classical language education
* Circulation of dialogues and other learning materials in the Renaissance
* Circulation of grammar-translation-type self-study materials in the 19th century
I focus particular attention on the shared, though differentially realized, modern phenomena of:
* The late-19th-century Reform Movement
* The development of Applied Linguistics
* Council of Europe work leading up to the CEFR
* Recognition of immigrant languages
Post-war divergencies are also highlighted, in particular in relation to differences between Eastern and Western Europe, and the differential impact of the rise of English for the UK / Ireland and the rest of Europe. On the basis of this review, I propose an analytical framework which might facilitate further conceptualization of commonalities and differences in the history of language learning and teaching in Europe, including recent history. This will need to take account of, among other factors:
1) social/economic/political/geographical differences and relations;
2) differences in and cross-over between traditions of teaching different languages; and
3) linguistic differences or similarities between languages.
There will also need to be recognition of differentiation / complication according to
4) historical period;
5) sector in focus (e.g. adult education vs. teaching young learners) and
6) 'level' – of discourse, curriculum or practice.
On this basis I conclude by proposing some areas which could profitably be further researched, including collaboratively across disciplinary and geographical boundaries.
