Communicative Approaches to Teaching Classical Languages

Communicative Approaches to Teaching Classical Languages

Teachers are beginning to develop pedagogies and resources to establish more communicative approaches to teaching classical languages in the school and college classroom. This page gives some journal articles and links to other websites which may help teachers think about their own practices.

Articles in Journals

Ash, R. (2017) The MovieTalk: A Practical Application of Comprehensible Input Theory. Teaching Classical Languages, 8 (1) 70-83.

Avitus, A. G. (2018 forthcoming), Spoken Latin: Learning, Teaching, Lecturing and Research, Journal Of Classics Teaching 37.

Carlon, J. (2013). The implications of SLA research for Latin pedagogy: modernising Latin instruction and securing its place in curricula. Teaching Classical Languages, Spring 2013.

Carlon, J (2011). Educating the Educators. Journal of Classics Teaching, 22.

Carter, D. (2011). Hans Oerberg and his contribution to Latin pedagogy. Journal Of Classics Teaching 22.

Clarke, E. (2013). An assessment of TPRS as a means of teaching Latin vocabulary and grammar. Journal of Classics Teaching, 28, 34-42.

Coffee, N. (2012). Active Latin. Quo tendimus? Classical World 105, 2, 255-269.

Hunt, S. (2016). Starting to Teach Latin, London: Bloomsbury. Has some ideas on how the reading-comprehension and communicative methods work.

Hunt, S. (2018, forthcoming). Latin is not dead. In A. Holmes-Henderson, S. Hunt., and M. Musie (Eds.) Forward with Classics, London: Bloomsbury.

Lindzey, G. (2015) The Biduum Experience: Speaking Latin to Learn. Teaching Classical Languages, 6 (1), 72-107.

Lloyd M. E. (2016). Living Latin: exploring a communicative approach to Latin teaching through a sociocultural perspective on language learning (doctoral thesis): The Open University

Lloyd, M. (2017) Living Latin: An Interview with Professor Terence Tunberg. Journal Of Classics Teaching 34, 45-49.

Macdonald, S. (2011). Krashen and Second language Acquisition SLA theory – a re-evaluation of how to teach classical languages. Journal Of Classics Teaching 22, 3-5.

Mahoney, A. (2011). A Communicative Approach to Ancient Greek. Journal Of Classics Teaching 22, 14-16.

Markus, D. and Pennell Ross, M. (2004). Reading proficiency in Latin through expectation and visualisation. The Classical World, 98, 1, 79-93.

Owens, P. (2016). Barbarisms at the Gate: An Analysis of Some perils in Active Latin Pedagogy. Classical World 109, 4, 507-523.

Patrick, R. (2011). TPRS and Latin in the classroom. Experiences of a US Latin teacher. Journal Of Classics Teaching 22, 10-11.

Patrick, R. (2015) Making Sense of Comprehensible Input in the Latin Classroom. Teaching Classical Languages, 6 (1), 108-136.

Peckett, C. (1992). The oral method. JACT Review 11, 4-8.

Piazza, J. (2017) Beginner Latin Novels, a General Overview. Teaching Classical Languages, 8 (2) 154-166. Here.

Rasmussen, S. (2015) Why Oral Latin? Teaching Classical Languages, 6 (2), 37-45.

Slocum Bailey, J (2016) The Ars of Latin Questioning: Circling, Personalization, and Beyond. The Classical Outlook, 1, 1-6.

Stray, C. (1992). The Living Word. W H D Rouse and the Crisis of Classics in Edwardian England. Bristol: Bristol Classical Press.

Stray, C. (2011). Success and Failure. W.H.D Rouse and direct-method Classics teaching in Edwardian England. Journal Of Classics Teaching 22, 5-7.

Tunberg, T. (2011). The use of Latin as a spoken language in the Humanist Age. Journal Of Classics Teaching 22, 8-9.

van Bommel (2016). Classics between prosperity and crisis. A report by van Bommel about communicative approaches to Latin teaching developing in Dutch schools.

  • The following chapters from LaFleur’s book ‘Latin for the 21st Century’ emphasize the importance of providing different types of activity for students to learn in the early and middle stages.

Polsky, M. (1998). Latin in the Elementary Schools. Pp. 59-69. In LaFleur, R. (Ed.) Latin for the 21st Century. Glenview: Scott Foresmann – Addison Wesley.

Osburn, L. (1998) Latin in the middle grades. Pp. 70-89. In LaFleur, R. (Ed.) Latin for the 21st Century. Glenview: Scott Foresmann – Addison Wesley.

Perry, D. (1998). Using the reading approach in secondary schools. Pp. 105-116. In LaFleur, R. (Ed.) Latin for the 21st Century. Glenview: Scott Foresmann – Addison Wesley.

Comprehensible Input (CI) ideas

Stephen Krashen, on comprehensible input, can be found here:

WordPress blog by enthusiasts of CI. The Research Supporting the Comprehensible Input Hypothesis and CI Instruction

Hans Oerberg: Lingua Latina per se Illustrata. Oerberg’s account of his own work

Bill VanPatten: Interview with Bill VanPatten at the ACTFL 2016. 3 most important things for SLA classroom practice.

There are a number of US enthusiasts for communicative approaches through the CI model. The gurus of this movement are Keith Toda, Bob Patrick (for Latin in particular) and Ben Slavic.

Bob Patrick has ideas about TPRS approaches.

Keith Toda has much to say about CI. Check the tab on CI strategies.

Ben Slavic has much to say about TPRS for all languages, not specifically Latin.

CI Practice