Pedagogical prescriptivism in early 20th-century correspondence language courses. Il Poliglotta Moderno (1905-1907) as a case study

This paper examines Il Poliglotta Moderno (1905-1907), a correspondence course and weekly publication designed to teach English and other foreign languages in early 20th -century Italy. Directed by Ernesto Da Nova and published by Sonzogno, the course employed a grammar-translation methodology with innovative features such as detailed correspondence between the editorial board and subscribers. The analysis explores the pedagogical and prescriptive dimensions of the publication, its use of figurative pronunciation, and its strict adherence to a single standard of English pronunciation. Despite its resistance to innovation and its alignment with traditional methods, Il Poliglotta Moderno achieved remarkable success due to its affordability, accessibility, and tailored advice to subscribers. This success is further evidenced by its adoption as a textbook in Italian secondary schools and its reprints into the mid-20th century. The study situates the publication within the broader context of language learning manuals of the time and highlights its contributions to self-directed education and distance learning.