Abstract
This study originates from my curiosity to explore a different Latin teaching approach to address some students’ misconception that Latin is an unnecessarily complicated language that no one speaks anymore.
Highlights
This study originates from my curiosity to explore a different Latin teaching approach to address some students’ misconception that Latin is an unnecessarily complicated language that no one speaks anymore.Having learned Latin and ancient Greek - both at school and university - through a strictly grammar-translation approach, I am almost tempted to admit that this misconception may have some reason
Argetsinger (2006) describes a fairly common situation in the traditional first-year Latin class. She observes a sense of general boredom during the Latin lesson, due to the fact that some students are perfectly capable of mastering the language right away but must ‘sit idle’ and wait for other students who struggle to understand the language and translate (Argetsinger, 2006, p. 69)
A reading-approach was adopted in the first-year Latin class where I was teaching, I seemed to notice the same dichotomy
Summary
My placement was an independent, co-educational day school in Hampshire for students aged 11–18, well-known for its academic prominence, extensiveness of its extra-curricular opportunities, and its passion for sport and arts Classics at this school comprises the languages of Latin and Greek, and the study of Classical Civilisation from Key Stage 3 to Key Stage 5. The Journal of Classics Teaching lessons on the historical and cultural background of Pompeii in the 1st century AD rather than on an in-depth study of the language For this reason, it seemed to me very convenient to try out a communicative approach to Latin in this class, in order to allow the students to consider Latin as a modern language
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