French language instruction in Galicia (1867–1939): Analysis of curricula, programs, and methodologies

Abstract

This study investigates the evolution of French language teaching methodologies in Galicia from 1867 to 1939, with a particular focus on the transition from the grammar-translation and text-translation methods to the direct method. Utilizing a historical-analytical approach, the research draws upon a wide range of primary sources, including educational curricula, pedagogical reports, and theoretical works by contemporary educators. The study reveals that the early period of French language instruction in Galicia was dominated by methods that prioritized the systematic mastery of grammar through deductive learning, where reading and translating texts played a central role. Writing has been seen as the ultimate goal of language acquisition, while speaking was often relegated to a secondary position. However, a significant shift occurred by the end of the 19th century, influenced by contemporary linguistic theories such as Neogrammarianism and psychological principles like Gestalt psychology. These new approaches emphasized the importance of oral communication, the contextual understanding of language, and the integration of cultural knowledge into language instruction. The direct method, which emerged during this period, aimed to teach French in a more practical and communicative manner, encouraging students to speak the language from the outset and use it in everyday situations. Despite the shift towards the direct method, the study notes that some traditional practices, such as the use of the native language for explaining grammatical concepts, continued to persist. This research concludes that the evolution of French language teaching in Galicia was characterized by a gradual but profound transformation towards more communicative and student-centered approaches, which laid the groundwork for modern language pedagogy in the region. The findings contribute to a deeper understanding of the historical development of language teaching methods and suggest areas for further research, particularly in the long-term impacts of these pedagogical shifts on contemporary language education practices.