How Did This All Begin?

This is the story of it all. Link to my main channel https://www.youtube.com/@metatronyt/videos Link to my Japanese channel https://www.youtube.com/@user-ne6jb8vg2i/videos Link to my video where I speak several languages https://www.youtube.com/watch?v=pR5op2iwWwI&t=4s Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field.[1][2] There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.[3] Need Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Common languages are used in areas such as trade, tourism, diplomacy, technology, media, translation, interpretation and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China has recently been putting enormous importance on foreign language learning, especially the English language. History Ancient to medieval period Ancient learners seem to have started by reading, memorising and reciting little stories and dialogues that provided basic vocabulary and grammar in naturalistic contexts. These texts (and they seem to have always been coherent texts, never isolated sentences such as modern learners often practise on) covered topics such as getting dressed in the morning (and how to manage the slaves who helped with that task), going to school (and evading punishment for not having been there yesterday), visiting a sick friend (and how to find an individual unit in a Roman apartment block), trading insults (and how to concede a fight gracefully), or getting a new job (a piece of cake if you have studied with me, an ancient teacher assured his students mendaciously). The texts were presented bilingually in two narrow columns, the language you were learning on the left and the one you already knew on the right, with the columns matching line for line: each line was effectively a glossary, while each column was a text.[4] Although the need to learn foreign languages is almost as old as human history itself, the origins of modern language education are in the study and teaching of Latin in the 17th century. In the Ancient Near East, Akkadian was the language of diplomacy, as in the Amarna letters.[5] For many centuries, Latin had been the dominant language of education, commerce, religion, and government in much of the Western world. By the end of the 16th century, it had largely been displaced by French, Italian, and English. John Amos Comenius was one of many people who tried to reverse this trend. He composed a complete course for learning Latin, covering the entire school curriculum, culminating in his Opera Didactica Omnia, 1657. In this work, Comenius also outlined his theory of language acquisition. He is one of the first theorists to write [6] systematically about how languages are learned and about pedagogical methodology for language acquisition. He held that language acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have models of things, and failing that, pictures of them. As a result, he also published the world's first illustrated children's book, Orbis sensualium pictus. The study of Latin diminished from the study of a living language to be used in the real world to a subject in the school curriculum. Such decline brought about a new justification for its study. It was then claimed that its study of Latin developed intellectual ability, and the study of Latin grammar became an end in and of itself. "Grammar schools" from the 16th to 18th centuries focused on teaching the grammatical aspects of Classical Latin. Advanced students continued grammar study with the addition of rhetoric