Communicative Approaches for Ancient Languages

Description

This book is the first in its field. It showcases current and emerging communicative practices in the teaching and learning of ancient languages (Latin and Greek) across contemporary education in the US, the UK, South America and continental Europe. In all these parts of the globe, communicative approaches are increasingly being accepted as showing benefits for learners in school, university and college classrooms, as well as at specialist conferences which allow for total immersion in an ancient language. These approaches are characterised by interaction with others using the ancient language. They may include various means and modalities such as face-to-face conversations and written communication. The ultimate aim is to optimise the facility to read such languages with comprehension and engagement. The examples showcased in this volume provide readers with a vital survey of the most current issues in communicative language teaching, helping them to explore and consider adoption of a wider range of pedagogical practices, and encouraging them to develop tools to promote engagement and retention of a wider variety of students than currently find ancient languages accessible. Both new and experienced teachers and learners can build on the experiences and ideas in this volume to explore the value of these approaches in their own classrooms. Cover page Halftitle page Series page Title page Copyright page CONTENTS FIGURES CONTRIBUTORS ACKNOWLEDGEMENTS INTRODUCTION What do we mean by communicative approaches? What will you find about communicative approaches in this book? What next? PART 1 INTRODUCING COMMUNICATIVE APPROACHES IN SCHOOL SETTINGS CHAPTER 1 ACTIVE LATIN IN THE CLASSROOM: PAST, PRESENT AND FUTURE CHAPTER 2 ACTIVE LATIN PROMOTES OPEN-MINDEDNESS IN LANGUAGE-LEARNING CHAPTER 3 LIVE LATIN: GLOBAL EXPERIMENTS IN SHAKESPEARE’S CLASSROOM Experiments at King Edward VI School 2018–19 Live Latin Familia Romana in the classroom: A Year 12 student and Year 9 class CHAPTER 4 COMMUNICATION IN ALL MODES AS EFFICIENT PREPARATION FOR READING A TEXT Introduction Preliminary analysis of a passage Listening Personalized questions and answers Storytelling with visual support Writing Conclusion CHAPTER 5 FROM READING TO WORLD-BUILDING: COLLABORATIVE CONTENT CREATION AND CLASSICAL LANGUAGE-LEARNING CHAPTER 6 ACTIVE LATIN TEACHING FOR THE INCLUSIVE CLASSROOM Teaching talking Teaching culture Conclusion PART 2 INTRODUCING COMMUNICATIVE APPROACHES IN UNIVERSITY SETTINGS CHAPTER 7 EXPLORING COMMUNICATIVE APPROACHES FOR BEGINNERS Introduction Communicative activities Questioning based on LLPSI stories Conclusions CHAPTER 8 COMMUNICATIVE LATIN FOR ALL IN A UK UNIVERSITY Why change? The students at Warwick Previous approaches Teaching myself Planning a new approach Using Familia Romana Outcomes: subjective Outcomes: examination results Beyond beginners Future directions CHAPTER 9 ACTIVE LATIN IN THE TROPICS: AN EXPERIENCE WITH NEO-LATIN IN BRAZIL CHAPTER 10 THE USE OF LUDI DOMESTICI IN COMMUNICATIVE LATIN Note CHAPTER 11 TEACHING LATIN COMMUNICATIVELY TO POSTGRADUATE STUDENTS Introduction What do I mean by communicative approaches? What are we learning for? Compelling reading Specific areas of teaching practice Moving forward Conclusion PART 3 TOTAL IMMERSION IN FORMAL AND INFORMAL SETTINGS CHAPTER 12 GLOBAL LATIN, ACTIVE LATIN: KENTUCKY AND BEYOND Conventiculum Latinum Lexintoniense (Terence Tunberg) Institutum studiis Latinis provehendis (Milena Minkova) CHAPTER 13 A CONVENTICULUM FOR SPEAKERS OF ANCIENT GREEK: THE LEXINGTON ΣΥΝΟΔΟΣ ἙΛΛΗΝΙΚΗ The σύνοδος: An outline The σύνοδος and SLA: Research and practice Conclusion Note CHAPTER 14 TEACHING ANCIENT GREEK BY THE POLIS METHOD Introduction: Jerusalem, the Polis Institute and the method First steps: Communicating in the Hic & Nunc Settling in: Narrating in the past Becoming independent: Reading authentic texts without translating them Conclusion: Total immersion – a challenge worth accepting CHAPTER 15 GOALS AND METHODS IN TEACHING BIBLICAL LANGUAGES AND EXEGESIS: A VIEW FROM THE SEMINARY Pedagogical goals and their importance The problem of definitions: ‘Knowing’, ‘learning’, ‘reading’ Goals in modern language education Pedagogical goals in university modern language programmes ‘Learning’ Ancient Greek ‘Reading’ Ancient Greek The goals of Ancient Greek classes: The status quo Modern language syllabi Biblical language syllabi The way forward Practical challenges The challenge of exegesis in the communicative classroom Two exegetical examples Conclusion CHAPTER 16 LATIN TEACHING IN POLAND: A NEW RENAISSANCE WITH COMMUNICATIVE APPROACHES? Introduction Part 1 Part 2 Part 3 Our proposal Conclusions Postscript CHAPTER 17 STUDENT-LED INITIATIVES AT OXFORD AND CAMBRIDGE The Oxford Latinitas Project (Iván Parga Ornelas) Circulus Latinus Cantabrigiensis (Josey Parker) PART 4 VARIED APPROACHES IN UNUSUAL SETTINGS CHAPTER 18 NEW APPROACHES TO ANCIENT LANGUAGES: THE PAIDEIA INSTITUTE’S PEDAGOGY Introduction Telepaideia : communicative approaches and new technologies Fostering a Living Latin approach Paideia’s flagship course: Living Latin in Rome Conclusion CHAPTER 19 THE LATINITIUM PROJECT Background Materials adapted for the modern age Latinitium’s resources Pugio Bruti: A Crime Story in Easy Latin Resource usage and feedback Challenges Lessons learned Conclusion CHAPTER 20 PRIMARY LANGUAGE ACQUISITION OF LATIN IN BILINGUAL CHILDREN: A CASE STUDY Introduction Linguistic environment Latin language milestones Conclusions REFERENCES ABBREVIATIONS INDEX