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Journal articles on the topic 'Latin teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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Holloway, Thomas. "CLAH Lecture: Learning and Teaching." Americas 78, no. 3 (2021): 381–88. http://dx.doi.org/10.1017/tam.2021.78.

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AbstractThe following speech was written in acceptance of the Distinguished Service Award of the Conference on Latin American History (CLAH) for 2020, would have been delivered at the January 2021 meeting of the American Historical Association/CLAH, were it not for the coronavirus pandemic. I share this award with the majority of the members of CLAH: the scholar-teachers of Latin American history who dedicate most of their professional time and energy to teaching undergraduates across North America. Harking back to Herbert Bolton's project for a hemispheric history, incidents and anecdotes fro

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12

Tautschnig, Irina. "Teaching Copernicus a Lesson." Daphnis 52, no. 2 (2024): 263–82. http://dx.doi.org/10.1163/18796583-05202007.

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Abstract In the wake of the anti-Copernican decrees of the Catholic church, the Jesuit poet Jacob Balde (1604–1668) attacked Copernicus and his system in Latin verse several times, tapping the poetic potential of a moving earth and a fixed sun. The present article focusses on Balde’s earliest and most elaborate invective against Copernicus in his Poema de vanitate mundi (“Poem on the Vanity of the World”, Munich 1638). In one of the hundred episodes of the poem (no. 56), the poet and his companion Scazon visit the graves of Archimedes and Copernicus and mock them for wanting to set the earth i

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Kartashova, V. N., A. E. Krikunov, and N. N. Arkhangel’skaya. "LATIN AS AN ACADEMIC SUBJECT IN THE EUROPEAN SCHOOL SYSTEM." Educational Psychology in Polycultural Space 64, no. 4 (2023): 85–96. http://dx.doi.org/10.24888/2073-8439-2023-64-4-85-96.

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The relevance of this article consists in a scientific understanding of the functioning of the Latin language as an academic subject in the modern European school system. Latin is a key subject within the European tradition. Latin was in ancient times the main language in Western Europe and then in Central Europe, the language of the church, school, science and education. Currently the problems of teaching Latin are in the focus of attention of the school community, teachers, scientists. The purpose of the article is to identify a new vector in the methodology of teaching Latin as an academic

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Sayfullaeva, Lola, and Yoqutjon Jumaboyeva. "UTILIZING DIDACTIC MATERIALS IN TEACHING LATIN." TAMADDUN NURI JURNALI 11, no. 62 (2024): 15–17. https://doi.org/10.69691/hvyg5t27.

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This article examines the role and importance of didactic materials in teaching Latin. It explores methods to enhance learning efficiency through didactic resources and analyzes their application across various formats. The paper presents specific examples of how modern technology, visual aids, and supplementary materials improve Latin language instruction.

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Orazbaeva, F., and М. Imankulova. "THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE STUDY OF THE LATIN ALPHABET." BULLETIN Series of Philological Sciences 74, no. 4 (2020): 281–86. http://dx.doi.org/10.51889/2020-4.1728-7804.58.

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This article examines the effectiveness of studying the Latin alphabet based on the Kazakh script using information and communication technologies, which is recognized as relevant today. The term communication and the content of information and communication technologies, their functions, types of application, general directions of the educational process were emphasized. It also presents the issues of the transition to the Latin alphabet in Kazakhstan, methods of teaching the Latin alphabet, communicative features of teaching Latin script and the role of dialogue in teaching it using ICT. The

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Akhmedova, Tursunoy Bakhtiyarovna, and Nigmat Sagdullaevich Suyundikov. "Improving reading skills in teaching latin." Asian Journal of Research in Social Sciences and Humanities 12, no. 4 (2022): 380–82. http://dx.doi.org/10.5958/2249-7315.2022.00199.x.

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17

Grieb, Kenneth J., Cathryn L. Lombardi, John V. Lombardi, and K. Lynn Stoner. "Latin American History: A Teaching Atlas." History Teacher 19, no. 1 (1985): 126. http://dx.doi.org/10.2307/493621.

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18

McFarlane, Anthony, Cathryn L. Lombardi, John V. Lombardi, and K. Lynn Stoner. "Latin American History: A Teaching Atlas." Bulletin of Latin American Research 4, no. 1 (1985): 89. http://dx.doi.org/10.2307/3338845.

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19

Groton, Anne H. "Facing the Facts about Teaching Latin." Syllecta Classica 15, no. 1 (2004): 179–92. http://dx.doi.org/10.1353/syl.2004.0004.

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20

Gladhart, Amalia. "Teaching Latin American Migrations Through Theater." Latin American Theatre Review 50, no. 1 (2016): 79–92. http://dx.doi.org/10.1353/ltr.2016.0061.

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21

Barrett, Elinore M. "Latin American History: A Teaching Atlas." Hispanic American Historical Review 65, no. 1 (1985): 175. http://dx.doi.org/10.1215/00182168-65.1.175.

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22

Kirmayer, Franz H., and Frank E. Gurnry. "Comparison of methods of Teaching Latin." Journal of Education 51, no. 8 (1990): 119. http://dx.doi.org/10.1177/002205749005100811.

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23

Vashcheva, Irina Yu, and Natalia Yu Sivkina. "Creative Approach Practices in Teaching Latin." Prepodavatel XXI vek, no. 4-1 (2022): 210–20. http://dx.doi.org/10.31862/2073-9613-2022-4-210-220.

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Lefterova, O. M. "A SYNERGISTIC APPROACH TO TEACHING LATIN." Innovate Pedagogy 1, no. 61 (2023): 60–63. http://dx.doi.org/10.32782/2663-6085/2023/61.1.10.

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25

Bakaev, Najmiddin Bakaevich. "TYPICAL MISTAKES OF FOREIGN STUDENTS WHEN LEARNING LATIN AND WAYS TO ELIMINATE THEM." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 12 (2022): 1136–41. https://doi.org/10.5281/zenodo.7390226.

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This article deals with the issue of teaching Latin in English in a medical school. The purpose of this discipline is to train terminologically competent doctors. It explains the details of teaching Latin in English, the difficulties that arise in the process of teaching Latin to foreign students, and how to overcome them. Particular attention is paid to how to optimize the learning process and increase motivation.

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SABIROVA, SABINA OLIMOVNA. "TYPICAL MISTAKES OF FOREIGN STUDENTS WHEN LEARNING LATIN AND WAYS TO ELIMINATE THEM." CENTRAL ASIAN JOURNAL OF EDUCATION AND INNOVATION 2, no. 3 (2023): 16–21. https://doi.org/10.5281/zenodo.7698143.

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This article deals with the issue of teaching Latin in English in a medical school. The purpose of this discipline is to train terminologically competent doctors. It explains the details of teaching Latin in English, the difficulties that arise in the process of teaching Latin to foreign students, and how to overcome them. Particular attention is paid to how to optimize the learning process and increase motivation.  

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27

Avitus, A. Gratius. "Spoken Latin: Learning, Teaching, Lecturing and Research." Journal of Classics Teaching 19, no. 37 (2018): 46–52. http://dx.doi.org/10.1017/s2058631018000065.

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My experiences both as a learner and as a teacher of Latin have led me to the conviction that speaking Latin advances a more nuanced understanding of the language, and leads to an enhanced level of reading fluency and greater ease in engaging closely with the text. Even after having studied the language to any degree of competence in a passive capacity, bringing it into active use does not come without some investment of time and effort. With the intention of facilitating access to the benefits of speaking Latin fluently, I have set out some recommendations for those who would like to explore

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Abidova, Mavjuda, and Nargiza Duldulova. "MODERN METHODS OF TEACHING LATIN IN MEDICAL EDUCATION." TAMADDUN NURI JURNALI 11, no. 62 (2024): 18–20. https://doi.org/10.69691/fzkpav28.

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This article examines contemporary methods employed in teaching Latin to medical students. By analyzing current pedagogical practices and their outcomes, the paper provides insights into effective approaches for Latin language instruction in the medical field.

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ISCHENKO, V., S. HORBUNOVA, and O. KONONENKO. "PECULIARITIES OF TEACHING LATIN TO STUDENTS MAJORING IN PHILOLOGY: THE EXPERIENCE OF POLTAVA UNIVERSITY OF ECONOMICS AND TRADE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 33 (August 20, 2024): 112–16. http://dx.doi.org/10.33989/2075-146x.2024.33.310007.

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The article focuses on some new approaches to teaching Latin for the students majoring in Philology on the university level, as well as practical experience of using interactive teaching methods in the process of teaching the course “Latin language” in Poltava University of Economics and Trade. The traditional method of teaching Latin is guided by the principle of "read and understand". However, an approach to learning the classical language based on the methods of modern languages is currently being developed, which aims to develop skills not only in reading and translation, but also in speak

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Sinclair, James. "‘Not so Much Learning to Speak Latin, but Speaking to Learn it’. Action Research on the Use of Conversational, Spoken Latin in the UK Secondary School Classroom." Journal of Classics Teaching 19, no. 38 (2018): 63–64. http://dx.doi.org/10.1017/s2058631018000454.

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I undertook research into the use of conversational, spoken Latin in the UK classroom, due to my intention to answer three specific research questions. Firstly, I wanted to find out how easy it is for the contemporary Classics teacher to implement communicative approaches to the teaching of Latin. Secondly, I wished to discover what techniques the Classics teacher can adopt to implement communicative approaches to the teaching of Latin, within the framework of active, oral communication in Latin. Thirdly, I wanted to consider how positive is the attitude of students engaging with communicative

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Ivakhnova-Gordeeva, Anna M., and Olga Yu Bakhvalova. "85 years of teaching latin in St Petersburg state pediatric medical university (the first 50 years in the history of the department of Latin)." Pediatrician (St. Petersburg) 8, no. 4 (2017): 111–17. http://dx.doi.org/10.17816/ped84111-117.

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The article outlines the early formative years in the history of the Department of Latin language in the Pediatric Medical Institute and traces the development in approaches to teaching Latin medical terminology, first introduced in 1932. After the abolition of gymnasium education the higher school had to deal with a lack of knowledge of classical languages. At the beginning, teaching Latin as the language of medicine was based on traditional methods of gymnasium education. Archival documents show the subject scope of the department which was in constant search for text material and special me

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Moran, Jerome. "Spoken Latin in the Late Middle Ages and Renaissance." Journal of Classics Teaching 20, no. 40 (2019): 20–24. http://dx.doi.org/10.1017/s205863101900028x.

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Did educated people in the late Middle Ages and Renaissance use Latin routinely (Medieval Latin and Neo-Latin), rather than a regional vernacular, to conduct real-life conversations about ordinary, everyday matters? Were they taught how to do this in the schools of the day with the help of specimen written dialogues (colloquia)? Did their teachers use a Renaissance equivalent of the ‘direct method’, and did they teach Latin in the way that modern foreign languages are taught today? Or was spoken Latin, with a simulacrum of practical relevance to everyday life, a way of ‘bringing the subject to

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Sule, Ahmed S., Bala Lantana, Usman M. Nuhu, Umar Nasir, and Adamu N. Amina. "LATIN SQUARE DESIGN: A METHODOLOGICAL INNOVATION IN EDUCATIONAL RESEARCH FOR IMPROVED TEACHING AND LEARNING." FUDMA JOURNAL OF SCIENCES 9, no. 5 (2025): 328–34. https://doi.org/10.33003/fjs-2025-0905-3686.

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A Latin square design (LSD) is a specific arrangement of integers, letters, or symbols, where each element appears exactly once in each row and column. Latin squares have long fascinated mathematicians, with a rich history and various applications in mathematics and other fields. It is more efficient and hence more powerful than reasonable alternatives such as Completely Randomized Design (CRD) or Randomized Complete Block Design (RCBD). Educational researchers also realized that Latin squares could be used in their work, but Latin-square designs do not appear to have been adopted in education

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Shokirova, Makhbubakhon. "TRENDS AND MOTIVES IN MEDICAL TERMINOLOGY TEACHING." ActaCAMU 3, no. 3 (2023): 279. https://doi.org/10.5281/zenodo.10398857.

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<strong><em>Annotation. </em></strong><em>This article discusses the trends in teaching medical terminology at medical schools. The activities of the newly established Central Asian Medical University in Fergana City are highlighted. Reflections on the teaching of medical terms, Latin, and important aspects of language learning are then presented.</em> <strong><em>Keywords:</em></strong><em> Medical terms, Latin, Central Asian Medical University, Language learning.</em>

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Голованова, Е. Ю., К. Н. Моругова, М. И. Сорокина, Л. Р. Кинзягулова, and Э. Н. Хамматова. "Information and communication technologies in teaching Latin." Management of Education, no. 8(66) (June 30, 2023): 85–92. http://dx.doi.org/10.25726/s1519-4825-0762-d.

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В контексте динамично развивающегося мира информационных и коммуникационных технологий преподавание классических языков, таких как латинский, также претерпевает изменения. Эволюция технологий диктует необходимость пересмотра традиционных подходов к образованию, и латинский язык не является исключением из этого правила. Использование информационно-коммуникативных технологий (ИКТ) в преподавании латинского языка открывает новые горизонты и предлагает впечатляющий арсенал инструментов для эффективного обучения. Статья, которую вы сейчас читаете, посвящена исследованию вопроса применения ИКТ в пре

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Kelbecheva, Veronika. "TEACHING LATIN IN MEDICAL CONTEXT – MEANINGS FOCUSED." KNOWLEDGE - International Journal 55, no. 5 (2022): 941–44. http://dx.doi.org/10.35120/kij5505941v.

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The present teaching methodology getting with the programme at university, concentrates on puregrammar categories and rules. The specialized vocabulary is given after the morphological part. In thus teachingstrategy, the specific orientation comes only through the given lexicological examples that illustrate and exerciselimited practical rules. The knowledge acquired by this teaching method gives uncertain results focused not onterminology but mainly Latin declensions and use of prepositions.An academic teaching should concentrate on the global aspects of Medical Latin and its references – the

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37

Russell, Katharine. "Read Like a Roman: Teaching Students to Read in Latin Word Order." Journal of Classics Teaching 19, no. 37 (2018): 17–29. http://dx.doi.org/10.1017/s205863101800003x.

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For countless students of Latin (myself included), prevailing memories of Latin instruction involve being taught to unpick Latin sentences by racing towards the verb and securing the meaning of the main clause before piecing together the rest. However, this ‘hunt the verb’ approach, where one's eyes are jumping back and forth in search of the resolution of ambiguity, is not necessarily conducive to fluent reading of Latin (Hoyos, 1993). If, as so many textbooks and teachers vouch, we are aiming to unlock Roman authors for all students to read, then we need to furnish them with the skills to be

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Fedorova, Ekaterina S. ""THE FEAST OF LITERATURE". NIKOLAY A. FEDOROV: HOW TO TEACH THE ART OF TRANSLATION IN THE PROCESS OF TEACHING LATIN." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 20, no. 1 (2023): 225–33. http://dx.doi.org/10.31079/1992-2868-2023-20-1-225-233.

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The article discusses the principles of translation from Latin, developed by Nikolaу A. Fedorov (1925–2016), the legendary teacher of Moscow University, while teaching Latin. He played a significant role in the formation of many generations of classical philologists. His teaching career at Moscow State University lasted 70 years. The article also examines the role and place of Fedorov's translations in the history of Russian translation culture. We explore the origins of the Moscow school of translation of classical philologists, the development of this school and its continuity in the work of

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Kislova, Ekaterina I. "“Latin” and “Slavonic” Education in the Primary Classes of Russian Seminaries in the 18th Century." Slovene 4, no. 2 (2015): 72–91. http://dx.doi.org/10.31168/2305-6754.2015.4.2.3.

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The article focuses on the issue of using the Latin and “Slavensky” (that is, the combined Russian and Church Slavonic) languages in primary ecclesiastical education in the 18th century. By the 1740s, seminary education in Latin had established itself in Russia. But primary teaching of reading and writing in Russian and Church Slavonic was the tradition until the end of the 18th century, regardless of where the teaching was taking place, either at home or at a Russian school affiliated with a seminary. Russian schools were organized for teaching illiterate or semiliterate children. But by the

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Foster, Frances. "Teaching ‘correct’ Latin in late antique Rome." Language & History 62, no. 2 (2019): 57–73. http://dx.doi.org/10.1080/17597536.2019.1641936.

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Day, Stuart A. "Introduction: Teaching Latin American and Latinx Theatre." Latin American Theatre Review 50, no. 1 (2016): 11–12. http://dx.doi.org/10.1353/ltr.2016.0056.

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Sanchez, Peter M. "Teaching U.S.‐Latin American relations in Panama." Peace Review 11, no. 2 (1999): 311–16. http://dx.doi.org/10.1080/10402659908426269.

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Kotsyuba, R. B. "COMPUTER-ORIENTED METHODS OF TEACHING LATIN LANGUAGE." Медична освіта, no. 4 (February 28, 2024): 114–19. http://dx.doi.org/10.11603/m.2414-5998.2023.4.14484.

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Abstract. Education has also been a filed in which technology has found a fertile ground to grow. Technology has made education much easier for both teachers and learners and provided a more autonomous and amusing ambience for language learners. This paper demonstrates the relation between Computer Assisted Language Learning tools and language acquisition and learning. It also tries to incorporate technological tools into language teaching process via designing a lesson in which EFL language learners are encouraged to make use of technological tools and Web in particular in order to perform th

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Cortinovis, Luca, and Francesco Stabile. "How can a software innovate Latin teaching." Community Notebook. People, Education and Welfare in the Society 5.0, no. 2 (September 1, 2023): 75–85. https://doi.org/10.61007/qdc.2023.2.131.

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The history of books demonstrates how the evolution of formats has changed both the organization of content and its consumption. The challenge posed by the digital revolution requires a profound reconsideration of the educational offerings to support teachers in their essential profession. The widespread use of digital devices has created a demand for effective digital tools applied to education, which has not yet received an adequate response.

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Mortimer, Lottie. "portabam, portabas, portabat: Revolutionising Rote-learning by Utilising Sound and Movement to Introduce the Imperfect and Perfect Tenses." Journal of Classics Teaching 17, no. 34 (2016): 14–21. http://dx.doi.org/10.1017/s2058631016000209.

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Latin teaching is stereotypically associated with rote-learning or as Mount (Amo, Amas, Amat … And All That, 2006, p. 13) summarises the experience: ‘learning dreary declensions and conjugations’. When I tell people that I am training to teach Latin, the most common response that I get in reply is something along the lines of ‘Oh, I did Latin in school…I wasn't very good at it… but I can still remember –bo, -bis, -bit…’ and they continue to conjugate in front of me. For many people their only memory of Latin is a joyless experience of grammar by rote, inspiring such rhymes as the one above. Al

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Redondo-Flórez, Laura, Jesús Fernández-Lucas, and Vicente Javier Clemente-Suárez. "Cultural Differences in Stress-Related Psychological, Nutrition, Physical Activity and Oral Health Factors of Professors." Nutrients 12, no. 12 (2020): 3644. http://dx.doi.org/10.3390/nu12123644.

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With the aim to explore cultural differences in stress-related psychological, nutrition, physical activity, and oral health factors between Spanish and Latin American professors, we analysed stress-related factors in 598 professors (39.9% male, 60.1% female, 41.3 ± 9.8 years) by a collection of questionnaires, which involved psychological, nutritional, physical activity and oral health items. Results showed how Spanish professors presented significantly (p ≤ 0.05) higher scores than Latin American professors in perceived stress (Spanish: 21.40 ± 4.32 vs. Latin American: 20.36 ± 4.31), teaching

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Szczot, Monika. "„Tecum per Romam ambulabamus”. Lekcje łaciny w esejach Micińskiego, Herberta, Krawczuka i Axera." Symbolae Philologorum Posnaniensium Graecae et Latinae 33, no. 1 (2023): 399–411. http://dx.doi.org/10.14746/sppgl.2023.xxxiii.1.28.

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The article has a complex structure. It begins with a brief overview of the teaching of Latin and its role in education. The main part of the article consists of analyses of essays containing descriptions of Latin lessons. The authors of the essays describe teachers and students, contrast past and present, talk about personal experiences, and show the role of Latin in contemporary culture. Latin not only described antiquity and the achievements of classical culture, but also formed the Polish language through its centuries–long presence in teaching systems. Krawczuk and Axer suggest that Latin

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Sawyer, Bethanie. "Latin for All Identities." Journal of Classics Teaching 17, no. 33 (2016): 35–39. http://dx.doi.org/10.1017/s205863101600009x.

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It is commonly known that in Latin, the verb that means to teach (docere) takes a double accusative: you teach a subject and a student. After a Master's degree and 12 years of teaching at the secondary level, I feel like I am pretty good at teaching my subject. But what I have come to realise is that the Latin teacher training program I graduated from did not prepare me quite so well as to teach my students – in the sense that there was a very important aspect of teacher training missing from my program and, as far as I knew, every other program out there. I never formally learned the importan

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Perdomo, Bexi, María del Carmen Llontop Castillo, and Oscar Mas. "Teaching creative careers in the pandemic." Learning and Teaching 15, no. 2 (2022): 53–80. http://dx.doi.org/10.3167/latiss.2022.150204.

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During the COVID-19 pandemic, one of the major concerns at the Universidad de Ciencias y Artes de América Latina (UCAL; the University of Sciences and Arts of Latin America) has been to keep offering high-quality education with effective teaching methodologies and creativity at its core. This article aims to describe and understand the use of digital tools for class preparation, synchronous encounters, storage, interaction, collaborative work and assessment by UCAL’s instructors in creative careers. It finds that instructors were proactive about learning and using a variety of digital tools. G

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Reynard, Anna. "Classics at Lionheart Trust." Journal of Classics Teaching 21, no. 41 (2020): 84–85. http://dx.doi.org/10.1017/s2058631020000100.

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We are now in our second year of Latin teaching at Lionheart Trust and it's fair to say that it has grown substantially as an initiative. The idea to teach Latin as an extra-curricular subject grew from our very positive experience of running Classics Clubs after school for Year 7s. These clubs were based on Greek and Roman mythology, local archaeology (plentiful given we are based in Leicester, a Roman city) and a little bit of Latin. The children loved all of these experiences and we realised quite quickly that there was an appetite for greater Latin teaching.

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