Barbarisms at the Gate: An Analysis of Some Perils in Active Latin Pedagogy

Abstract

Active Latin pedagogy (i.e., pedagogy which involves active speaking or writing in Latin) has garnered a great deal of interest over the past three decades. This article briefly discusses the recent history of this approach in the U.S. and the success it has had. It then presents an analysis of three general categories of error frequently arising in classrooms and communities using active Latin. Types of errors covered include (1) semantic shifts and misidentification of meanings in source material; (2) poorly formed neologisms; and (3) grammatical and syntactical solecisms. Finally, the reasons why and how practitioners of active Latin should be on guard against such errors are explored, and the author advocates some specific improvements in Latin pedagogy.