Towards a Communicative Test of Reading and Language Use for Classical Greek

Polyxeni Poupounaki-Lappa,Tzortzina Peristeri,David Coniam

doi:10.1017/s2058631021000222

Abstract

AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.

Highlights

Calls are increasingly being voiced by educators and teachers of classical languages for a more communicative, and humanistic, approach to the teaching of classical languages – see e.g., Hunt (2021), Lloyd (2021), Manning (2021)
Against this background of proposed changes in pedagogy, this paper proposes parallel changes in assessment, because assessment impacts pedagogy, arguing the case for a communicative test of reading and language use for learners of Classical Greek
Following an exploration of a communicative approach in teaching, the current paper moves to an examination of assessment in classical languages, where there would appear to be even less use of modern methods and where traditional, grammartranslation approaches to assessment predominate

Summary

Introduction

Calls are increasingly being voiced by educators and teachers of classical languages for a more communicative, and humanistic, approach to the teaching of classical languages – see e.g., Hunt (2021), Lloyd (2021), Manning (2021). Against this background of proposed changes in pedagogy, this paper proposes parallel changes in assessment, because assessment impacts pedagogy (see Rind et al, 2019, Cheng, 2005), arguing the case for a communicative test of reading and language use for learners of Classical Greek. In the Netherlands, all classical secondary school ‘gymnasia’ students study Latin and Classical Greek for three years (ages 12–15) with an average of two to three teaching hours a week per language. Holmes-Henderson et al (2018) review ways of increasing the uptake and reach of Classics

Teaching Methods and Materials

Findings

Concluding and Moving Forward