Upgrading Latin Pedagogy

2017

This thesis considers the history of Latin pedagogy through the lens of the Comprehensible Input Theory of second language acquisition (SLA) developed by Stephen Krashen in the 1980s. It rejects Grammar-Translation pedagogy in favor of Living Latin pedagogy, which prioritizes language acquisition over language learning. Evidence of successful Comprehensible Input pedagogy found in many examples of Latin instruction from history shows the potential to adapt for the modern classroom those historical methods which were oriented towards the acquisition of the Latin language, and these have subsequently been shown to be supported by Krashen's work.

2021

Issues of Teaching Classics (Collection of Papers), 2018

The papers delivered at different seminars and conferences held in Georgia and abroad are presented in the book. The paper “Teaching Latin as an Elective Course at University Level in XXI c.” has been delivered at the International Conference: “Illinois Classical Conference” Organizer: University of Chicago (USA) Dates: 5-7 October, 2012, Chicago (USA).

Teaching Classical Languages 9.1, 2018

The Standards for Classical Language Learning have great utility and value for those providing instruction and training to Latin teachers. As a faculty member who contributes to the UMass MAT program I have used the Standards as a significant structure within my pedagogical methods courses. The assignments within those courses ask students to examine and apply each Standard individually and, over time, build a curriculum that incorporates all their aspects. This paper describes some of those assignments and provides examples of the creative and pragmatic ways students have applied the Standards. The Standards provide a streamlined and structured field of academic goals that allow teachers in training to understand what will be expected of them in their teaching and that provide teachers a way to defend their Latin programs if such need arises. Faculty at the college level who have students interested in a career in Latin teaching would do well to inform their students of the Standards for Classical Language Learning so that they better understand the standards by which the effectiveness of their future teaching will be judged and assessed.

Journal of Classics Teaching, 2020

This article describes the ways in which four non-specialist Latin teachers are introducing Latin to their schools1. The interviews reported here took place in four secondary schools in London and the South-East in 2019. The interviews were informal and were held with the teachers while I was consultant on behalf of the charity Classics for All while training non-specialists to introduce Latin into their schools, where no classical subjects had been offered previously. Teachers use Latin to meet Ofsted targets for the uptake of the English Baccalaureate (henceforth EBacc2) and to provide a broad and ambitious curriculum for all students. Resources and subject knowledge provide intellectual challenge and also stimulation. In conclusion I recommend greater support from the Department for Education (DfE) working with subject organisations to develop a coherent strategy for introducing classical subjects in state-maintained schools in order to support DfE and Ofsted objectives.

The purpose of this enquiry was to examine the various pedagogical approaches which currently exist for the teaching of Classical Latin. However, rather than merely be an assessment of the standard classroom practice — traditionally adopted in the teaching of the language — it was instead the intention of the enquiry to examine more innovative teaching methodologies, which would ultimately aid both student attainment of the language, while increasing the enjoyment levels in the classroom environment. The decision to adopt the autobiographical research method was taken for two clear reasons. First, the author of this paper was once a student of the language, whom certainly developed criticisms regarding the manner in which the language is so often taught in this country. Second, as it is the intention of the author to primarily teach Latin, after successfully attaining a job by September 2015, it seemed appropriate that an enquiry into the problems, or criticisms (noted above), should be analysed from both a pedagogical and a vocational perspective.

Postscriptum Polonistyczne, 2023

The aim of the article was to demonstrate, referring to the arguments taken from the correspondence and essays of Jerzy Stempowski and Bolesław Miciński, that humanistic education (actually: humanistic formation) still can and should be the foundation of the educational process. The title "Latin grammar" functions here as pars pro toto of culture. Knowledge of classical patterns-attitudes, actions, creation, or destruction of social structures-enables communication and creates the basis for formulating projects of the future. The protagonists of the article remind us about the basic culture forming aspect of tradition-collective memory and individual attitude to it. They also point to individual responsibility as a distinguishing feature of the Mediterranean culture.

2020

The value of Linguistics education in the school curriculum has been urged by several authors (see Larson 2010, Oniga, Iovino, and Giusti 2011, and references therein), and there have been various attempts to introduce formal linguistics into primary and secondary school classrooms (Keyser 1970, Honda 1994, Stordahl 1969, Loosen 2014, O’Neil 2007, O’Neil and Kitzhaber 1965, and references therein). However, these efforts have met with limited success and/or have not been widely emulated (O’Neil and Kitzhaber 1965, Honda 1994, Loosen 2014). While much work has been done on using Linguistics to teach languages, classical languages in particular (Cardinale 2011; Cardinaletti 2007, 2008, 2011; Giusti & Oniga 2011; Oniga 1991, 2007, 2008, 2012; Oniga & Cardinale 2012), we propose the opposite: using classical languages (Latin, in particular)1 as a vehicle for introducing formal linguistics into the secondary school classroom. In this paper, we review the benefits of introducing theoretic...

Documentation Service, 2005

An article expressing an apologia for teaching Latin as well as the advantages of Latin

1971

ED055513 - An Experiment in Teaching Latin: Preliminary Considerations.