This book is the first in its field. It showcases current and emerging communicative practices in the teaching and learning of ancient languages (Latin and Greek) across contemporary education in the US, the UK, South America and continental Europe. In all these parts of the globe, communicative approaches are increasingly being accepted as showing benefits for learners in school, university and college classrooms, as well as at specialist conferences which allow for total immersion in an ancient language. These approaches are characterised by interaction with others using the ancient language. They may include various means and modalities such as face-to-face conversations and written communication. The ultimate aim is to optimise the facility to read such languages with comprehension and engagement.
The examples showcased in this volume provide readers with a vital survey of the most current issues in communicative language teaching, helping them to explore and consider adoption of a wider range of pedagogical practices, and encouraging them to develop tools to promote engagement and retention of a wider variety of students than currently find ancient languages accessible. Both new and experienced teachers and learners can build on the experiences and ideas in this volume to explore the value of these approaches in their own classrooms.
Arvustused
This volume is a first-of-its-kind in the field of pedagogy of the ancient languages. It provides both the theoretical basis for communicative approaches and implementation of the same in teaching the Classics. * Stone-Campbell Journal * This book provides a welcome (and indeed overdue) contribution to the discussion of language pedagogy in Classics. The diversity of approaches and settings in this volume will appeal equally to the communicative convert, the novice and to anyone interested in advancing their understanding of Latin and Greek pedagogy. -- Aisha Khan-Evans, Lecturer in Classics Education, King's College London, UK All of the contributors are owed a great deal of thanks from the Classics-teaching community for contributing to this innovative and forward-thinking volume. * Classics for All * Represents a significant step forward in the development, and push, for various groups, individuals and institutions practising or advocating these approaches in historical languages. * The Classical Review * [ T]here is much here for all looking to shift their pedagogy and add new teaching tools ... No clearer explication of the need for change can be found than in Communicative Approaches, whose contributors teaching reflects the realities of Latin and Greek instruction, which is sustained in large part by the creativity and commitment of its teachers. * The Classical Outlook *
Muu info
A global survey of communicative approaches to teaching and learning ancient languages in schools, universities and beyond.
|
|
|
vii | |
| Notes on Contributors |
|
viii | |
| Acknowledgements |
|
xi | |
| Introduction |
|
1 | (8) |
|
|
|
|
|
Part 1 Introducing Communicative Approaches in School Settings |
|
|
|
1 Active Latin in the Classroom: Past, Present and Future |
|
|
9 | (8) |
|
|
|
2 Active Latin Promotes Open-mindedness in Language-learning |
|
|
17 | (8) |
|
|
|
3 Live Latin: Global Experiments in Shakespeare's Classroom |
|
|
25 | (8) |
|
|
|
4 Communication in All Modes as Efficient Preparation for Reading a Text |
|
|
33 | (14) |
|
|
|
5 From Reading to World-Building: Collaborative Content Creation and Classical Language Learning |
|
|
47 | (8) |
|
|
|
|
|
6 Active Latin Teaching for the Inclusive Classroom Steven Hunt |
|
|
55 | (12) |
|
Part 2 Introducing Communicative Approaches in University Settings |
|
|
|
7 Exploring Communicative Approaches for Beginners |
|
|
67 | (14) |
|
|
|
8 Communicative Latin for All in a UK University |
|
|
81 | (10) |
|
|
|
9 Active Latin in the Tropics: An Experience with Neo-Latin in Brazil |
|
|
91 | (10) |
|
|
|
10 Ihe Use of Ludi Dotnestici in Communicative Latin |
|
|
101 | (12) |
|
|
|
11 Teaching Latin Communicatively to Postgraduate Students |
|
|
113 | (12) |
|
|
|
Part 3 Total Immersion in Formal and Informal Settings |
|
|
|
12 Global Latin, Active Latin: Kentucky and Beyond |
|
|
125 | (8) |
|
|
|
|
|
13 A Conventiculum for Speakers of Ancient Greek: The Lexington Συνδoσ Eλλνικη |
|
|
133 | (8) |
|
|
|
14 Teaching Ancient Greek by the Polis Method |
|
|
141 | (10) |
|
|
|
|
|
15 Goals and Methods in Teaching Biblical Languages and Exegesis: A View from the Seminary |
|
|
151 | (10) |
|
|
|
16 Latin Teaching in Poland: A New Renaissance with Communicative Approaches? |
|
|
161 | (18) |
|
|
|
|
|
|
|
17 Student-led Initiatives at Oxford and Cambridge |
|
|
179 | (10) |
|
|
|
|
|
Part 4 Varied Approaches in Unusual Settings |
|
|
|
18 New Approaches to Ancient Languages: The Paideia Institute's Pedagogy |
|
|
189 | (6) |
|
|
|
|
|
19 The Latinitium Project |
|
|
195 | (8) |
|
|
|
|
|
20 Primary Language Acquisition of Latin in Bilingual Children: A Case Study |
|
|
203 | (8) |
|
|
|
|
| References |
|
211 | (12) |
| List of Abbreviations |
|
223 | (2) |
| Index |
|
225 | |
Mair E. Lloyd is a Research Associate in Latin pedagogy at the Open University, UK, and creates Latin teaching resources at the Cambridge School Classics Project. Publications include her doctoral thesis Living Latin: Exploring Communicative Approaches to Latin Teaching (2017), and A Survey of Beginners Language Teaching in UK Classics Departments: Latin (2018).
Steven Hunt is the Subject Lecturer of the PGCE in Classics at the University of Cambridge, UK. He taught Classics for over twenty years in state comprehensive schools and is author of Starting to Teach Latin (Bloomsbury, 2016). He is the co-editor of Forward with Classics (Bloomsbury, 2017) and Teaching Classics with Technology (Bloomsbury, 2019).
Lisainfo e-raamatute kohta