Relevant bibliographies by topics / Latin teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Latin teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Latin teaching"

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Balalaieva, Olena. "Online resources and software for teaching and learning Latin." Texto Livre: Linguagem e Tecnologia 12, no. 3 (2019): 93–108. http://dx.doi.org/10.17851/1983-3652.12.3.93-108.

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ABSTRACT: The aim of this article is to review electronic resources in Latin, analyzing their didactic potential to help Classical teachers to effectively organize the educational process, diversifying the set of tools, and enhancing their work. Today, most of the useful links are accumulated on domestic professional sites devoted to the study of Latin. Many foreign scientists and teachers simply do not know about their existence. From time to time, attempts are made to summarize information and provide content for studying Classic languages in scientific publications, but such information qui
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LAFLEWR, RICHARD A. "THE TEACHING OF LATIN." Foreign Language Annals 20, no. 5 (1987): 448. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03264.x.

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Bakaev, Najmiddin Bakaevich. "FUNDAMENTAL CHARACTERISTICS OF THE SUBJECT OF THE LATIN LANGUAGE IN THE INTERDISCIPLINARY SECTION OF TEACHING IN HIGHER EDUCATIONAL INSTITUTIONS." International journal of word art 5, no. 5 (2022): 5. https://doi.org/10.5281/zenodo.7037993.

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Latin is a completely new discipline for first-year students, which has not been previously studied, and therefore causes certain difficulties in learning. At a medical university, Latin is taught in order to instill in students the basics of studying and using medical terminology not only at the university, but also in their subsequent professional activities, in other words, to prepare a terminologically competent doctor. The article deals with the fundamental characteristics of teaching Latin for non-linguistic specialties, as well as the specifics of the academic discipline "Latin&quo
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Kliuchnyk, Ruslan M., and Larysa V. Ratomska. "PECULIARITIES OF TEACHING LATIN TO FUTURE PHILOLOGISTS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (2022): 158–64. http://dx.doi.org/10.32342/2522-4115-2022-1-23-19.

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The article considers some aspects of teaching the Latin language to future philologists. Special attention has been paid to the historical aspect of teaching Latin. The differences between teaching Latin and teaching modern languages have been distinguished. It has been stressed that Ukrainian students do not need to obtain all language competencies while learning this course. Among them are philologists, Law students, medical students, etc. The authors pay special attention to training philologists as they are likely to teach the basics of Latin to the students of other majors. There are som
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Gruber-Miller, John. "Seven Myths About Latin Teaching." Syllecta Classica 15, no. 1 (2004): 193–92. http://dx.doi.org/10.1353/syl.2004.0006.

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Camacho Padilla, Fernando. "Teaching Latin America in Tehran." NACLA Report on the Americas 50, no. 1 (2018): 26–33. http://dx.doi.org/10.1080/10714839.2018.1448590.

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Díaz de Delgado, Graciela. "Teaching Crystallography in Latin America." Acta Crystallographica Section A Foundations and Advances 70, a1 (2014): C1380. http://dx.doi.org/10.1107/s2053273314086197.

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Crystallography in Latin American seems to have started in the mid 1930s after the pioneering work of Ernesto Galloni, in Argentina. Since then, Crystallography was associated with undergraduate research and conducted in Departments or Institutes of Physics and Chemistry and later in Molecular Biology and Materials Science Departments. Most undergraduate degree programs required carrying out a research project for one or two semesters, writing a thesis, and making a public presentation of the work before a committee. Even after graduate degree programs started and began to consolidate, undergr
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Hoyos, Dexter. "Teaching difficult constructions in latin." Thamyris, nova series. Revista de Didáctica de Cultura Clásica, Griego y Latín 9 (April 5, 2023): 105–22. http://dx.doi.org/10.24310/thamyristhrdcc.v9i16559.

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Although Latin subordinate constructions (purpose clauses, ablatives absolute, indirect commands, et al.) are generally seen as hard to teach and hard to learn —and inspire terror in a few learners— nonetheless methods of teaching can be applied to clarify how they work, how they are formatted, and how as a result students can achieve improved fl uency in reading and understanding Latin texts.
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Harvey, Clare. "A peripatetic model for teaching Latin." Journal of Classics Teaching 21, no. 41 (2020): 86–87. http://dx.doi.org/10.1017/s2058631020000069.

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This article explores a model of teaching Latin at several state-funded secondary schools within the same geographical location. This model could work for Latin teachers who wish to reintroduce Latin to parts of the country where there are few ready-made jobs in Classics teaching. It will work best in an area where there are a number of secondary schools within easy travelling distance of one another.
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Franco, Bridget V. "Archiving, Curating and Teaching Afro-Latin American Film." Hispania 107, no. 2-3 (2024): 305–22. http://dx.doi.org/10.1353/hpn.2024.a929130.

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Abstract: Working at the intersections of Latin American film studies, Afro-Latin American studies, digital humanities (DH), and decolonial pedagogical praxes, this article aims to engage with educators interested in teaching about Afro-descendant representation, antiracist audiovisual productions, the legacy of the African diaspora in Latin America, and the diverse perspectives of Afro-descendants in the region—through the lens of Latin American film and media. In dialogue with calls to decolonize traditional film and media studies curricula, this article critically analyzes the scholarly, ar
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Dissertations / Theses on the topic "Latin teaching"

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Hensley, Eric Charles. "The Direct Method of Teaching Latin." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579266.

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This paper examines the Direct Method of language instruction and how it has been implemented in Latin pedagogy. It shows that the method has been used in Latin instruction throughout history and that it has been proven as an effective method. A section of textbook reviews also shows how the Direct Method has evolved and is used today in the classroom. Further, a study was conducted where direct methodology was used in a classroom setting which showed it as an effective means of instruction.
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Fones, Cristobal. "Latin American episcopal teaching on liturgy after Vatican II." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), 2006. http://www.tren.com.

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Lloyd, Mair Elizabeth. "Living Latin : exploring a communicative approach to Latin teaching through a sociocultural perspective on language learning." Thesis, Open University, 2017. http://oro.open.ac.uk/48886/.

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This study is motivated by the search for new practices to enhance the teaching of <i>ab initio</i> Latin in UK universities. It arises out of a perception that traditional methods leave some students failing to achieve course aims, their own study goals, and, in the longer term, struggling to read Latin texts with understanding and engagement. At the outset of this research, there was little recent information on Latin pedagogy in UK universities or on student opinions on provision. Some scholarship expressed dissatisfaction with the quality of Latin reading skills attained, but little work h
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Carreon, Orlando. "Effective Teaching of Chican/Latin Students| A Community Responsive Approach." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934196.

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<p> The search for effective teaching methods of Chican@/Latin@ students reached a new level of complexity when it was found that Chican@/Latin@ students who participated in the Mexican American/Raza Studies program (MARSD) in Tucson, Arizona were outperforming their White counterparts in academic achievement measures (Cabrera, Milem, Jaquette, &amp; Marx, 2014). Rather than praise the MAS program and direct educational researchers to learn and replicate the effective teaching strategies of the program, powerful educational stakeholders sent lawyers and passed legislation HB 2281 which created
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Bland, Cynthia Renée. "The teaching of grammar in late Medieval England : an edition, with commentary, of Oxford, Lincoln college, Ms Lat. 130 /." East Lansing : Mich. : Colleagues press, 1991. http://catalogue.bnf.fr/ark:/12148/cb35564307c.

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Texte remanié de: Ph. D. Diss.--Chapel Hill--University of North Carolina, 1984. Titre de soutenance : The Middle English grammatical texts in Oxford Lincoln College Ms. Lat. 130.<br>Contient une étude sur une traduction en moyen anglais de l' "Ars Minor" de Donatus (= "Accedence") et de "Regemina secundum Magistrum Wacfilde", traité de syntaxe attribué à John Wakefield.
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Davies, Augusto Zampini. "Amartya Sen's Capability Approach and Catholic Social Teaching in dialogue : an alliance for freedom and justice?" Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/amartya-sen’s-capability-approach-and-catholic-social-teaching-in-dialogue(25edea38-94e9-4d46-83d0-88f03c66988e).html.

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This thesis explores the connection between Amartya Sen’s Capability Approach (CA) and Catholic Social Teaching (CST). It questions whether their economic and theological views can be methodologically and practically compatible, articularly around issues of development as freedom and wellbeing as justice. The thesis proposes dialogue between CA and CST, framed by some parables of the New Testament, and argues that he fruit of such a dialogue can enhance human development and reduce injustices, especially in poor regions in Latin America.
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Pollett, Shawn J. "Teaching time : the concept of time in the sermons of Latin Christianity, A.D. 354-505." Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/13721.

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Learning about time was part of the indoctrination of Christians in the late antique West. Time played an important role in Scripture and also in the pagan milieu from which most catechumens came. Thus, bishops were required to explain to their flocks traditional Christian concepts of time, while at the same time refute unacceptable ideas concerning time (i.e., astrology, pagan festivities), which were normally an ingrained part of the late Roman mind-set. The sermon was the predominant means of communicating these ideas. Chapters one and two begin by establishing the boundaries of time (Creat
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Miotti, Charlene Martins. "O ensino de latim nas universidades publicas do estado de São Paulo e o metodo ingles Reading Latin : um estudo de caso." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270897.

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Orientador: Marcos Aurelio Pereira<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-05T21:13:51Z (GMT). No. of bitstreams: 1 Miotti_CharleneMartins_M.pdf: 1419970 bytes, checksum: 441953b180fc009a1895760319c04bb5 (MD5) Previous issue date: 2006<br>Resumo: A observação do atual panorama do ensino de língua latina em algumas universidades brasileiras, conforme traçado por vários autores, permite constatar que grande parte dos problemas aí encontrados se devem, entre outras causas, a uma metodologia originári
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Aronson, Shari Gay 1966. "La carpa: A descriptive model for teaching history through drama in education." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278492.

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This model proposes an approach for teaching history through drama in education. The program uses the framework of la carpa, a Mexican American theatrical tradition. Participants develop historical knowledge and skills of expression while they learn to use their own lives as a key to understanding the lives of others. In the past two decades in the U.S., drama teachers and youth project leaders have been employing social drama to encourage adolescents to express their fears, frustrations and experiences. As with the tradition of la carpa, the scripts reveal sentiments that may not be able to b
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Oakes, Daylin L., and Daylin L. Oakes. "Teaching Latin as a Living Language: Reviving Ancient, Medieval, and Renaissance Pedagogy for the Modern Classroom." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624153.

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This thesis considers the history of Latin pedagogy through the lens of the Comprehensible Input Theory of second language acquisition (SLA) developed by Stephen Krashen in the 1980s. It rejects Grammar-Translation pedagogy in favor of Living Latin pedagogy, which prioritizes language acquisition over language learning. Evidence of successful Comprehensible Input pedagogy found in many examples of Latin instruction from history shows the potential to adapt for the modern classroom those historical methods which were oriented towards the acquisition of the Latin language, and these have subsequ
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Books on the topic "Latin teaching"

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Gómez, Leila, Asunción Horno-Delgado, Mary K. Long, and Núria Silleras-Fernández, eds. Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-091-8.

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F, Bratzel John, ed. Latin American history. 2nd ed. M. Wiener Pub., 1988.

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Stephanie, Pope, ed. Cambridge Latin course. 4th ed. Cambridge University Press, 2002.

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1947-, Contreras Gloria, Glab Edward, and University of Texas at Austin. Institute of Latin American Studies., eds. Latin American culture studies: Information and materials for teaching about Latin America. 2nd ed. Institute of Latin American Studies, University of Texas at Austin, 1987.

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Davis, Sally. Latin in American schools: Teaching the ancient world. Scholars Press, 1991.

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Hunt, Tony. Teaching and learning Latin in thirteenth-century England. D.S. Brewer, 1991.

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1958-, Anderson Danny J., and Kuhnheim Jill S, eds. Cultural studies in the curriculum: Teaching Latin America. Modern Language Association of America, 2003.

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Emiliana, Vegas, and World Bank, eds. Incentives to improve teaching: Lessons from Latin America. World Bank, 2005.

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1943-, Morwood James, ed. Oxford Latin course 1. Oxford University Press, 1992.

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Stephanie, Pope, ed. Cambridge Latin course. 4th ed. Cambridge University Press, 2001.

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Book chapters on the topic "Latin teaching"

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Mattos, Andréa, and Leina Jucá. "English Teaching in Latin America." In The Routledge Companion to English Studies, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003221265-25.

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Aliaga Salas, Loreto, and Gonzalo Pérez Andrade. "EMI in Latin America." In Second Language Learning and Teaching. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30613-6_9.

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Mayock, Ellen. "Teaching Hispanic Feminisms." In Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-091-8_5.

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Negroni, Ricardo. "Teaching Medical Mycology in Latin America." In Current Topics in Medical Mycology. Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2762-5_10.

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Chamizo, José A. "The History of Chemistry in Latin America." In Teaching Science with Context. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_13.

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Long, Mary K. "Teaching Gender for the Multicultural Workplace." In Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-091-8_11.

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Matto, Michael. "English, Latin, and the Teaching of Rhetoric." In A Companion to the History of the English Language. Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch32.

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Ginway, M. Elizabeth. "Teaching Latin American Science Fiction and Fantasy in English: A Case Study." In Teaching Science Fiction. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230300392_12.

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Moreno, Eduardo Ravanal, Elías Francisco Amórtegui Cedeño, and Diego Armando Retana Alvarado. "Visual Representations for Science Teaching and Learning." In Rethinking Science Education in Latin-America. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52830-9_14.

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Ramos, Victor A. "Teaching and Research of Geology in Universities." In The Latin American Studies Book Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83139-3_12.

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Conference papers on the topic "Latin teaching"

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Colace, Rita, Michele Domenico Todino, and Iolanda Zollo. "LATIN TEACHING AND INCLUSIVE TECHNOLOGIES IN ITALY: WHICH DIDACTIC APPROACHES?" In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1515.

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Gómez-Álvarez, María Clara, Carlos Mario Zapata-Jaramillo, and Hernán Astudillo-Rojas. "SETMAT: A Representation Instrument for Software Engineering Teaching Practices." In 2024 L Latin American Computer Conference (CLEI). IEEE, 2024. http://dx.doi.org/10.1109/clei64178.2024.10700415.

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Starnari, Benjamin Freccero, Gabriela Suárez, Claudia Queiruga, and Paula Venosa. "The CTFd Tool Adapted to Cybersecurity Teaching in Schools." In 2024 L Latin American Computer Conference (CLEI). IEEE, 2024. http://dx.doi.org/10.1109/clei64178.2024.10700203.

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Fernández, Gonzalo Pablo, and Christian Cossio-Mercado. "AelE: A Versatile Tool for Teaching Programming and Robotics Using Arduino." In 2024 L Latin American Computer Conference (CLEI). IEEE, 2024. http://dx.doi.org/10.1109/clei64178.2024.10700288.

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Cernuzzi, Luca. "Autumn of Code UC: an Experience Teaching Software Engineering Contributing to Open Source Projects." In 2024 L Latin American Computer Conference (CLEI). IEEE, 2024. http://dx.doi.org/10.1109/clei64178.2024.10700211.

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Moreno, Darío. "Teaching physics in Latin America." In CAM-94 Physics meeting. AIP, 1995. http://dx.doi.org/10.1063/1.48834.

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Chesnokova, Olga, Natalia Naydenova, and Marija Radovic. "TEACHING LATIN AMERICAN CIVILIZATION THROUGH ANTHROPONOMASTICS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0380.

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Klapp, Jaime. "The teaching of modern physics in Latin America." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37539.

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Galkina, S. F., and E. V. Grishchenko. "Teaching Latin in Medical Schools: Methods, Traditions, Innovations." In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.39.

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Cano, Sandra. "Women Teaching Engineering via STEM in Latin America." In 2020 X International Conference on Virtual Campus (JICV). IEEE, 2020. http://dx.doi.org/10.1109/jicv51605.2020.9375755.

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Reports on the topic "Latin teaching"

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Lozano Ascencio, Carlos, and Miguel Vicente Mariño. University Teaching of Communication Theory in Europe and Latin America. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-898-255-265-en.

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Schiefelbein, Ernesto, Paulina Schiefelbein, and Laurence Wolff. Primary Education in Latin America: The Unfinished Agenda. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0008792.

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This paper asks a deceptively simple question. After over a decade of concern about and investment in primary education, what have been the results and how much further does the region need to go before it has achieved a primary education of quality for all children? The paper creatively reviews available data for four countries (Brazil, Chile, Honduras, and Costa Rica) as well as for the region as a whole. The critical policies and investments identified over ten years ago have only been partially implemented. Their full implementation is still needed. They include building up teacher knowled
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Zoido, Pablo, Nicholas Dominic Moffa, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: What is the Relationship Between Student Performance and Teaching Resources? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006351.

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The lack of high-quality professional training and development and the unequal distribution of human resources suggests there is a need for a greater focus on how to better recruit, train, and retain excellent teachers.
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T
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Rondón, Carlos, Marcelo Cabrol, and María Soledad Bos. A New Context for Teachers in Latin America and the Caribbean. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0009037.

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School attendance in Latin America and the Caribbean (LAC) has increased exponentially in the last two decades, almost every child goes to primary school and access to preschool and high school is fast catching up. This increase in access has been mostly led by more attendance to school of previously excluded children and youth -poor, rural and indigenous populations-, which has created a heterogeneous pool of students with very diverse needs, abilities and interests. Based on descriptive statistics on increased access to education and some learning and life outcomes, this paper discusses in d
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices w
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Sastre, Alfonso. The Future of Drama. Inter-American Development Bank, 1994. http://dx.doi.org/10.18235/0007911.

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Jorge Marcone (1959-), Peruvian Associate Professor of Spanish Literature and Latin American Studies at Rutgers University (NJ). Current research and teaching focuses on the environmental imagination in literatures in Spanish and in the Americas.
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Marcone, Jorge. Jungle Fever: The Ecology of Disillusion in Spanish American Literature. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0007958.

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Jorge Marcone (1959-), Peruvian associate professor in the Department of Spanish, Latin American Studies and Comparative Literature at Rutgers, State University of New Jersey. His research and teaching focus on practical environmental imaginary present in literature in Spanish and the Americas.
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Verdisco, Aimee, Andrés Bernasconi, and Claudio de Moura Castro. Community Colleges: Is There a Lesson in Them for Latin America? Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0008788.

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As secondary education in Latin America and the Caribbean expands its reach and more attention is given to the post-secondary level, new demands are placed on educators and ministries. New methods of teaching will have to be found, new markets for graduates will have to be identified, and better targeting mechanisms for matching students with the market's real demand for labor will have to be defined and implemented. In short, the very definition of secondary and post-secondary education will have to be reexamined. It is in this regard that the community college model prevalent in the United S
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Severin, Eugenio. Technologies for Education (TEd) - A Framework for Action. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008982.

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There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated. The present document presents a framework suppor
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