Language And Society In Early Modern England

This volume brings together twelve previously published essays, divided into three sections: 1. Surveys of 16th- and 17th-Century Linguistic Scholarship, 2. The Study of Universal and Particular Traits of Language, and 3. Language Learning and Language Instruction. The volume is completed by an index of biographical names and an index of subjects and terms.

The sixteenth and seventeenth centuries have traditionally been regarded by historians as a period of intense and formative historical change, so much so that they have often been described as ‘early modern' - an epoch separate from ‘the medieval' and ‘the modern'. Paying particular attention to England, this book reflects on the implications of this categorization for contemporary debates about the nature of modernity and society. The book traces the forgotten history of the phrase 'early modern' to its coinage as a category of historical analysis by the Victorians and considers when and why words like 'modern' and 'society' were first introduced into English in the sixteenth and seventeenth centuries. In so doing it unpicks the connections between linguistic and social change and how the consequences of those processes still resonate today. A major contribution to our understanding of European history before 1700 and its resonance for social thought today, the book will interest anybody concerned with the historical antecedents of contemporary culture and the interconnections between the past and the present.

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history.

Comprehensive, lavishly illustrated survey of English popular music during the early modern period. Accompanied by specially commissioned recordings.

This book charts the changes in reading habits that reflect broader social and political shifts in early modern England.

Law, like religion, provided one of the principal discourses through which early-modern English people conceptualised the world in which they lived. Transcending traditional boundaries between social, legal and political history, this innovative and authoritative study examines the development of legal thought and practice from the later middle ages through to the outbreak of the English civil war, and explores the ways in which law mediated and constituted social and economic relationships within the household, the community, and the state at all levels. By arguing that English common law was essentially the creation of the wider community, it challenges many current assumptions and opens new perspectives about how early-modern society should be understood. Its magisterial scope and lucid exposition will make it essential reading for those interested in subjects ranging from high politics and constitutional theory to the history of the family, as well as the history of law.

What was the interrelation between language, power, and socio-economic inequality in England, c. 1550-1750? Early modern England was a hierarchical society that placed considerable emphasis on order; language was bound up with the various structures of authority that made up the polity. Members of the labouring population were expected to accept their place, defer to their superiors, and refrain from 'murmuring' about a host of issues. While some early modern labouring people fulfilled these expectations, others did not; because of their defiance, the latter were more likely to make their way into the historical record, and historians have previously used the evidence that they generated to reconstruct various forms of resistance and negotiation involved in everyday social relations. Hillary Taylor instead considers the limits that class power placed on popular expression, and with what implications. Using a wide variety of sources, Taylor examines how members of the early modern English labouring population could be made to speak in ways that reflected and even seemed to justify their subordinated positions--both in their eyes and those of their social superiors. By reconstructing how class power structured and limited popular expression, this study not only presents a new interpretation of how inequality was normalized over the course of the period, but also sheds new light on the constraints that labouring people overcame when they engaged in individual or collective acts of defiance against their 'betters.' It revives domination and subordination as objects of inquiry and demonstrates the ways in which language--at the levels of ideology and social practice--reflected, reproduced, and naturalized inequality over the course of the early modern period.

This volume brings together twelve previously published essays, divided into three sections: 1. Surveys of 16th- and 17th-Century Linguistic Scholarship, 2. The Study of Universal and Particular Traits of Language, and 3. Language Learning and Language Instruction. The volume is completed by an index of biographical names and an index of subjects and terms.

Written by leading authorities, the volume can be considered a standard work on seventeenth-century English social history. A tribute to the work of Keith Wrightson, Remaking English Society re-examines the relationship between enduring structures and social change in early modern England. Collectively, the essays in the volume reconstruct the fissures and connections that developed both within and between social groups during the sixteenth, seventeenth and eighteenth centuries. Focusing on the experience of rapid economic and demographic growth and on related processesof cultural diversification, the contributors address fundamental questions about the character of English society during a period of decisive change. Prefaced by a substantial introduction which traces the evolution of early modern social history over the last fifty years, these essays (each of them written by a leading authority) not only offer state-of-the-art assessments of the historiography but also represent the latest research on a variety of topics that have been at the heart of the development of 'the new social history' and its cultural turn: gender relations and sexuality; governance and litigation; class and deference; labouring relations, neighbourliness and reciprocity; and social status and consumption. STEVE HINDLE is W. M. Keck Foundation Director of Research at the Huntington Library, San Marino, California. ALEXANDRA SHEPARD is Reader in History, University of Glasgow. JOHN WALTER is Professor of History, University of Essex. Contributors: Helen Berry, Adam Fox, H. R. French, Malcolm Gaskill, Paul Griffiths, Steve Hindle, Craig Muldrew, Lindsay O'Neill, Alexandra Shepard, Tim Stretton, Naomi Tadmor, John Walter, Phil Withington, Andy Wood

How were cultural, political, and social identities formed in the early modern period? How were they maintained? What happened when they were contested? What meanings did “community” have? This path-breaking book looks at how individuals were bound into communities by religious, professional, and social networks; the importance of place--ranging from the Parish to communities of crime; and the value of rhetoric in generating community--from the King’s English to the use of “public” as a rhetorical community. The essays offer an original, comparative, and thematic approach to the many ways in which people utilized communication, space, and symbols to constitute communities in early modern England.