List of Figures Editors and Contributors Acknowledgements Introduction (Mair E. Lloyd, The Open University/University of Cambridge, UK and Steven Hunt, University of Cambridge, UK) Part 1 Introducing Communicative Approaches in School Settings 1 Active Latin in the Classroom: Past, Present and Future (Laura Manning, University of Kentucky, USA) 2 Active Latin Promotes Open-Mindedness in Language Learning (David Urbanski, Brookfield Academy, Wisconsin, USA) 3 Live Latin: Global Experiments in Shakespeare’s Classroom (Judith Affleck, Harrow School and King Edward VI, Stratford-upon-Avon, UK) 4 Communication in All Modes as Efficient Preparation for Reading a Text (Justin Slocum Bailey, Indwelling Language, USA) 5 From Reading to World-Building: Collaborative Content Creation and Classical Language Learning (Justin M. Schwamm, Jr., Three Column Learning Corporation, USA and Nancy A. Vander Veer, Three Column Learning Corporation, USA) 6 Active Latin Teaching for the Inclusive Classroom (Steven Hunt, University of Cambridge, UK) Part 2 Introducing Communicative Approaches in University Settings 7 Exploring Communicative Approaches for Beginners (Mair E. Lloyd, The Open University/University of Cambridge, UK) 8 Communicative Latin for All in a UK University (Clive Letchford, University of Warwick, UK) 9 Active Latin in the Tropics: An Experience with Neo-Latin in Brazil (Leni Ribeiro Leite, Federal University of Espírito Santo, Brazil) 10 The use of Ludi Domestici in Communicative Latin (Daniel Gallagher, Cornell University, USA) 11 Teaching Latin Communicatively to Postgraduate Students (Cressida Ryan, University of Oxford, UK) Part 3 Total Immersion in Formal and Informal Settings 12 Global Latin, Active Latin – Kentucky and Beyond (Milena Minkova, University of Kentucky, USA and Terence Tunberg, University of Kentucky, USA) 13 A Conventiculum for Speakers of Ancient Greek: The Lexington Synodos Hellenike (R. Stephen Hill, University of Virginia, USA) 14 Teaching Ancient Greek by the Polis Method (Christophe Rico, Polis – the Jerusalem Institute for Languages and Humanities, Israel and Michael Kopf, Polis – the Jerusalem Institute for Languages and Humanities, Israel) 15 Goals and Methods in Teaching Biblical Languages and Exegesis: A View from the Seminary (Daniel R. Streett, Houston Baptist University, USA) 16 Latin Teaching in Poland – A New Renaissance with Communicative Approaches? (Sebastian Domagala, University of Warsaw, Poland, Marcin Loch, Adam Mickiewicz University, Poland and Katarzyna Ochman, University of Wroclaw, Poland) 17 Student-led Initiatives at Oxford and Cambridge (Iván Parga Ornelas, University of Warwick, UK and Josey Parker, University of Cambridge, UK) Part 4 Varied Approaches in Unusual Settings 18. New Approaches to Ancient Languages: The Paideia Institute’s Pedagogy (Marco Romani Mistretta, Paideia Institute, Italy and Jason Pedicone, Paideia Institute, USA) 19 The Latinitium Project (Daniel Pettersson, Stockholm University, Sweden and Amelie Rosengren, Latinitium.com, Sweden) 20 Primary Language Acquisition of Latin in Bilingual Children: a case study (Mallory Ann Hayes, Chesterfield Montessori School, Missouri, USA and Patrick M. Owens, Hillsdale College, Michigan, USA) References Abbreviations Index
A global survey of communicative approaches to teaching and learning ancient languages in schools, universities and beyond.
Mair E. Lloyd is a Research Associate in Latin pedagogy at the Open University, UK, and creates Latin teaching resources at the Cambridge School Classics Project. Publications include her doctoral thesis Living Latin: Exploring Communicative Approaches to Latin Teaching (2017), and A Survey of Beginner’s Language Teaching in UK Classics Departments: Latin (2018). Steven Hunt is the Subject Lecturer of the PGCE in Classics at the University of Cambridge, UK. He taught Classics for over twenty years in state comprehensive schools and is author of Starting to Teach Latin (Bloomsbury, 2016). He is the co-editor of Forward with Classics (Bloomsbury, 2017) and Teaching Classics with Technology (Bloomsbury, 2019).
This volume is a first-of-its-kind in the field of pedagogy of the
ancient languages. It provides both the theoretical basis for
communicative approaches and implementation of the same in teaching
the Classics.
*Stone-Campbell Journal*
This book provides a welcome (and indeed overdue) contribution to
the discussion of language pedagogy in Classics. The diversity of
approaches and settings in this volume will appeal equally to the
communicative convert, the novice and to anyone interested in
advancing their understanding of Latin and Greek pedagogy.
*Aisha Khan-Evans, Lecturer in Classics Education, King's College
London, UK*
All of the contributors are owed a great deal of thanks from the
Classics-teaching community for contributing to this innovative and
forward-thinking volume.
*Classics for All*
Represents a significant step forward in the development, and push,
for various groups, individuals and institutions practising or
advocating these approaches in historical languages.
*The Classical Review*
[T]here is much here for all looking to shift their pedagogy and
add new teaching tools ... No clearer explication of the need for
change can be found than in Communicative Approaches, whose
contributors’ teaching reflects the realities of Latin and Greek
instruction, which is sustained in large part by the creativity and
commitment of its teachers.
*The Classical Outlook*
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