1. Methodological Overview of Latin Pedagogy
One Language, Many Methods

2. Methodology: a set of methods, rules, and procedures,
which are employed by a particular discipline to systematize the carrying out of their objective.
Attention to methodology allows for scrutiny of best practices for that discipline.
Define your terms.

3. philosophy: a set of common beliefs, principles, or attitudes of a particular group
used to guide them through life.
Credence in a philosophy shapes the way adherents approach practical matters.
Define your terms.

4. ACL’s Classical Investigation: General Report (1924) “the primary immediate objective in the teaching of Latin is ability to read Latin for pleasure or profit.”
What is our aim?

5. 2016 Revised Standards for Classical Language Learning
ACTFL World Readiness Standards for Language Learning
Interpersonal Speaking
Interpersonal Writing
Interpretive Listening
Interpretive Reading
Presentational Speaking
Presentational Writing
2016 Revised Standards for Classical Language Learning

6. 2016 Revised Standards for Classical Language Learning
“For students and teachers of classical languages, the Interpretive Reading mode will be the main focus of their language study. No matter what other communicative modes may receive emphasis, all professional classicists are expected to read and interpret texts in Latin and Greek.”
2016 Revised Standards for Classical Language Learning

7. Amazon.com
Grammar-Translation

8. Characteristic Methodology
Direct instruction.
Observe and study rule.
Translate example from Latin to English.
Translate example from English to Latin.
Morphological focus.
Characteristic Methodology

9. Linguistic Basis Traditional direct instruction
Visible Learning, J. Hattie
Older textbooks recycled with addition of reading passages.
Linguistic Basis

10. ToC, Wheelock’s Latin7

11. Wheelock, Chapter 25: All Infinitives Active and Passive; Indirect Statement
“The subject of an infinitive is put in the accusative case. Therefore, the original subject nominative of the direct statement becomes subject accusative of the infinitive of indirect statement.”
Writing Perspective

12. Wheelock’s Latin Grammar7, 16.
Traps to fall into

13. Reading Method

14. Characteristic Methodology
Reading is the medium of instruction
Context (pictures) support comprehension
Students internalize vocabulary and structures through repeated exposure.
Semantic focus.
Characteristic Methodology

15. Characteristic Methodology
Cambridge Latin Course4, Unit 1, 6-7.
Characteristic Methodology

16. Linguistic Basis Chomskyan Natural Language Acquisition
Frequency of vocabulary and structures helps organize.
As one continues exposure to the language the structure will be internalized.
Linguistic Basis

17. Potential Traps Cross of Justin II What do all these words mean?
LIGNO QUO CHRISTUS HUMANUM/
SUBDIDIT HOSTEM.
“For the wood on which the human Christ
was overcome by the enemy.”
What do all these words mean?
What do they probably all mean together?
Overreliance on SOV word order.
La Repubblica.
Potential Traps

18. Reading Theory/Linguistic Method
Amazon.com
Reading Theory/Linguistic Method

19. LASA (Sweet Latin) Characteristic Methodology/ Linguistic Basis
Structural Linguistics
Identify patterns in language
Use pattern practices
Cross-declensional, horizontal
paradigms
100% authentic Latin
Waldo Sweet
LASA (Sweet Latin) Characteristic Methodology/ Linguistic Basis
Gerda Seligson

20. Latin for Reading: Next Gen
Focus on Syntactic Expectation
Syntactic equivalents
2 requirements:
Know English
Have a sense of completeness
Expanded metaphrasing-
work with fragments
Unforgivingly logical
description of grammatical
categories.
Latin for Reading: Next Gen
Glenn Knudsvig

21. Potential Traps Non-standard terminology.
Low emphasis on cultural context.
Organized from authentic examples rather than frequency.
Lictores fasces portabant ante consules. = “ ‘Twas brillig and the slithy toves/ Did gyre and gimble in the wabe.”
Potential Traps

22. Comprehensible Input Characteristic Methodology
“Sheltering” vocabulary over grammar
Delivering understandable messages in Latin
Teach to the level of the struggling student
Scope and sequence becomes comprehension and community
Embedded readings – Tiered/scaffolded down three times with simplified grammar, vocab, word order
Tier 3 has original vocabulary and some poetic word order, where applicable.
No-fail classroom; retake any test
Comprehensible Input Characteristic Methodology

23. Linguistic Basis Stephen Krashen
Acquisition (implicit) vs. Learning (explicit)
Constant exposure to compelling comprehensible input.
Subject matter is interesting and engaging
Oral precedes written as in natural language acquisition
Scaffolding
Linguistic Basis
tesol.fm

24. Potential Pitfalls Speaking and Listening ≠ Reading (Standards)
Speech Acquired. Reading largely Learned.
Vocab over grammar = semantic orientation
LIGNO QUO CHRISTUS HUMANUM . . .
Scaffolding undermines grammatical competence – You know what it means!
Potential Pitfalls

25. The Linguistic Method! Methodology ≠ Philosophy
#1 Goal = Interpretive Reading
What methodological tools cultivate Interpretive Reading, and what linguistic theory stands behind them?
The Linguistic Method!