About ‘Starting to Teach Latin’

Starting to Teach Latin CoverThis handbook for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions. Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, the book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explanation of cognitive and social approaches to learning; and analysis of the differences between intrinsic and extrinsic motivation. Moreover, traditional arguments about the value and purpose of learning Latin at school level are re-examined in the light of current educational thinking and government policy-making. This book will be invaluable for trainees, newly qualified teachers and more experienced practitioners looking for practical ideas and strategies to motivate and engage learners of Latin.

ISBN: 9781472537911

Click here to buy the book.

Contents:

Acknowledgements.

Glossary.

Section 1. Starting to teach Latin.

  • Starting to teach Latin.
  • What is the study of Latin all about?
  • Who is this book for?
  • Challenges in teacher training.
  • How can Latin make a contribution to students’ education today?
  • Latin for the few or for everyone?
  • Crisis? What crisis?
  • A reawakening of interest in the teaching of Latin in schools.
  • Teaching approaches.
  • Latin in diverse communities of students.

Section 2. Teaching language, civilization and literature.

  • Schemes of work.
  • Lesson planning.
    • Assessment for learning.
    • Written translation as assessment.
    • Variety of activity.
    • Building on prior knowledge.
    • Thinking about teacher language.
    • Differentiation.
  • Teaching Latin through stories.
  • The importance of cognitive styles.
  • Latin aloud.
  • Teaching not testing.
  • Clues about how students comprehend a Latin story.
  • Latin round the class.
  • Dialogic teaching and Latin.
  • Motivating students to read.
  • Reading for a purpose: learning about language and socio-cultural content.
  • Addressing gender issues through the story.
  • Using information and communication technology to teach Latin.
  • Latin vocabulary acquisition and learning.
    • Acquiring vocabulary through reading.
    • Learning vocabulary through practice exercises.
    • Learning vocabulary through communicative approaches.
    • Learning vocabulary through Total Physical Response (TPR).
    • Learning vocabulary through visuals.
    • Learning vocabulary through Information and Communication Technology (ICT).
    • Learning vocabulary through tests.
    • Quizzes and games.
    • Learning vocabulary through derivations.
  • Teaching literature.
    • Teaching literature as literature.
    • Choice of author and text.
    • Some problems caused by the lack of timetabling allocation.
    • Some possible solutions: getting students aware of literature early.
    • Prose or verse texts?
    • Anthology or narrative?
    • Workbooks.
    • Basic principles of teaching literature.
    • Stylistic analysis.
    • Taking notes.
    • Different kinds of writing about literature.
  • Revision
  • Assessment.

Section 3. Resources.

  • Latin course books.
  • Books about teaching Classics.
  • Journals about Latin teaching and learning.
  • Organizations for Latin teachers.
  • Spoken Latin.
  • Assessment.
  • Teacher Training.
  • Communication and persuasion.

Epilogue.

References.

Index.

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