Abstract
This is a work that combines historical and linguistic research with a clear pedagogical intention. Firstly, it focuses on the transformation that the most classical form of the Greek language underwent from European humanism and that has compromised its survival in educational institutions, as the agonizing state that is felt today in both secondary schools and universities. Secondly, it tries to offer a new methodological, competent and legitimate foundation, based on both the linguistic differentiation proposed by F. de Saussure at the beginning of the 19th century about what is langue and what is parole in didactic practice, as well as acceptance of a new pronunciation applied to its oldest phases: taking as a premise that the Greek language is unique and indivisible, we propose that the pronunciation of the current form of the Greek language operates as a vital organ and guide the exercise of our teaching ancient legacy through its purest linguistic manifestation.
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