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: 3 February 2022

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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 (December 5, 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and provide content for studying Classic languages in scientific publications, but such information quickly becomes outdated and needs to be regularly updated. This article provides an overview of the current most popular resources on Latin: digital libraries and databases, online courses, electronic textbooks, dictionary, translators etc.; describing the current state of the development of e-learning tools and websites for the study of Latin in Ukraine. KEYWORDS: electronic educational resources; online resources; language learning; Latin language. RESUMO: O objetivo do artigo é revisar recursos eletrônicos em Latim, analisando seu potencial didático para ajudar os professores clássicos a organizar efetivamente o processo educacional, diversificando o conjunto de ferramentas e aprimorando o seu trabalho. Hoje, a maioria dos links úteis é acumulada em vários sites domésticos dedicados ao estudo do Latim. Muitos cientistas e professores estrangeiros simplesmente não sabem sobre sua existência. De tempos em tempos, são feitas tentativas de resumir informações e fornecer conteúdo para o estudo de línguas clássicas em publicações científicas, mas essas informações rapidamente ficam desatualizadas e precisam ser atualizadas regularmente. Este artigo fornece uma visão geral dos recursos mais populares da atualidade em Latim: bibliotecas digitais e bancos de dados, cursos online, livros eletrônicos, dicionário, tradutores etc.; descreve o estado atual de desenvolvimento das ferramentas de e-learning e sites para o estudo do Latim na Ucrânia. PALAVRAS-CHAVE: recursos educacionais eletrônicos; recursos online; aprendizagem de línguas; língua latina.
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LAFLEWR, RICHARD A. "THE TEACHING OF LATIN." Foreign Language Annals 20, no. 5 (October 1987): 448. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03264.x.

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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 (January 2, 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 (August 5, 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, undergraduate degree research in Crystallography maintains its importance. The expertise and dedication of many Latin American crystallographers, most of whom graduated or visited important academic institutions in Europe and the US, created the foundations of our discipline in the region. For instance, after a work visit paid to Prof. B.E. Warren (MIT), Dr. Carlos Graef Fernández organized and taught the landmark course "Rayos X y Física Cristalográfica", at UNAM (Mexico) in 1947. Since then, the efforts of distinguished crystallographers, such as Galloni, Cano Corona, Fabregat Guinchard, Witke, Caticha-Ellis, Becka, Mascarehnas, among others, with support from UNESCO, IUCr, TWAS, and other institutions, helped to establish the tradition of teaching crystallography. In numerous courses, Ewald, Buerger, Hauptman, Karle, Woolfson and other prominent crystallographers participated as instructors. Many crystallographers helped to establish laboratories outside their countries of origin. In 1967, Amzel, Becka, and Baggio, worked at UCV, in Caracas, Venezuela, supervising undergraduate degree thesis based on crystallographic work. Later, Eldrys de Gil, after graduation from UCV, founded the Crystallography Laboratory of ULA (Mérida, Venezuela) which this year celebrates its 45 anniversary. An overview of key recent educational events and modern practices in Latin America will be presented.
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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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Grieb, Kenneth J., Cathryn L. Lombardi, John V. Lombardi, and K. Lynn Stoner. "Latin American History: A Teaching Atlas." History Teacher 19, no. 1 (November 1985): 126. http://dx.doi.org/10.2307/493621.

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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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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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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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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 ab initio 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 had been done on defining the nature of desirable skills or in exploring how they might be attained or investigated. This study instigates progress in all these areas. To advance understanding of how Latin learning takes place and to investigate the potential benefits of existing conceptual and pedagogical frameworks, this study draws on modern language learning theories and teaching practices and explores the application of Vygotskian sociocultural theory to learning events taking place under a communicative teaching approach. Research methods were selected pragmatically, with quantitative methods deployed to obtain a comprehensive snapshot of current practice in UK universities, while the more complex areas of learning events and perceived benefits were investigated through a combination of participant observation, interviews and innovative reading and drawing exercises. The findings confirm that traditional ab initio Latin teaching approaches are not well-aligned with learners’ goals, establish the value of taking a broader approach to pedagogy and provide new ways of defining and investigating Latin reading skills. This research has the potential to enhance Latin pedagogy in UK universities and other institutions. It makes a seminal contribution to applying language learning theories to Latin and suggests innovative methods for aligning students’ needs and expectations with their learning experience.
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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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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, & 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 the legal rationale to terminate the program (Cabrera et al., 2014). This raises the question: How serious are we as a society, including the field of Education, about closing achievement gaps and learning about effective teaching strategies of Chican@/Latin@ students? History may have the answer.

We know that the field of Education has historically failed Chican@/Latin@ students and other working class students of color in general (Duncan-Andrade, 2005b; Ladson-Billings, 1998; Noguera, Hurtado, & Fergus, 2013). Research in education of Chican@/Latin@/Chicano studies has extensive data illustrating school failure in the form of “drop out” or “push out” rates, low graduation rates, and low performance on academic achievement measures, for Chicano/a students (Luna & Revilla, 2013; Yosso, 2006). When you add that in places like California, Chican@/Latin@ students represent more than 53% of students enrolled in public schools, understanding how to effectively teach the largest demographic population becomes an ethical concern (California Department of Education, 2013-2014).

This study examines effective teaching of Chican@/Latin@ students in Hope Valley (pseudonym). I use survey instruments to ask Chican@/Latin@ college students from Hope Valley Community College to identify the most effective teachers in their K-12 experience. This form of community nomination is unique in the educational research in that it honors the pedagogical knowledge of young adults, rather than the conventional sources of knowledge (e.g., teachers, parents, scholars, and other educational researchers). The results of the survey lead me inside the classroom of these community nominated teachers, where I use ethnographic methods to learn about their efficacy as identified by their former students. This study asserts that a strengths-based community responsive approach to understanding effective teaching of Chican@/Latin@ students increases local capacity for community members and educational stakeholders to build on the unique pedagogical strengths of their own community.

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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.
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 (Creation and eschatology). Bishops attempted to link all time to Christ by demonstrating that time-units had their origin in Creation and their consummation in the dies iudicii. This belief in Christ's mastery over time proved advantageous in anti-pagan and anti-heretical polemic. Chapters three through five examine the time-units themselves (e.g., the year, month, seasons, week, day and night). Symbolic exegesis and technical explanations of the workings of time-units were used to fortify the belief that all time comes from God, which, in turn furthered the demythologization of sun, moon, and stars. Chapter six examines episcopal prescriptions as to how lay Christian should spend their day-to-day life. As a general rule, bishops promoted the devotion of all time to God, requiring, at least as an ideal, that their flocks live like ascetics. This included frequent fasting and almsgiving and daily public and private worship. Chapters seven and eight follow episcopal attempts to enlarge their calendars with festivals, thus increasing the special periods of time during which the laity would be fixated on God.
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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
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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
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 originária de concepções incertas quanto aos objetivos do ensino de uma língua com as características do latim. Partindo da análise de um método de ensino dessa língua, considerado dos mais completos à disposição atualmente, inclusive no que tange à consideração nele feita da própria cultura clássica (Reading Latin, criado há duas décadas pelos professores Peter Jones [University of Newcastle Upon Tyne, U.K.] e Keith Sidwell [St. Patrick¿s College, Irlanda] e utilizado em universidades como a Federal do Paraná [UFPR] e a Estadual de Campinas [UNICAMP]), pretende-se justamente investigar as razões e a metodologia que têm levado os estudantes das universidades públicas do Estado de São Paulo, em especial, a estudar e aprender latim. Concebido, pois, o emprego de um método produzido em língua diferente do português em universidades brasileiras, nossa pesquisa toca em questões fundamentais, relativas (1) às perspectivas do ensino de latim para o nível superior, (2) aos pressupostos lingüísticos e culturais que animam o método e (3) ao papel da língua materna na aprendizagem de uma língua ''estrangeira'', observadas as particularidades que distinguem as línguas clássicas das vernáculas
Abstract: The look at the current Latin language teaching panorama at some Brazilian universities, according to several authors, allows one to ascertain that the most part of the problems within this panorama is due to, among other factors, a methodology stemming from uncertain conceptions regarding the teaching goals of a language such as Latin. Having as a starting point the analysis of a teaching method of this language, which is considered one of the most complete ones nowadays, including what is taken into account concerning the classical culture (Reading Latin, conceived two decades ago by Peter Jones [University of Newcastle Upon Tyne, U.K.] and Keith Sidwell [St. Patrick¿s College, Ireland] and applied in Universities like Paraná Federal [UFPR] and the State University of Campinas [UNICAMP]), we seek to investigate the reasons and the methodology that have led students, in special those from São Paulo state public universities, to study and learn Latin
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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 be spoken safely elsewhere. In contrast to the production of classic, scripted plays, social drama provides participants with the opportunity to create their own material using their own lives as primary resources. In addition to challenging participants aesthetically, the teaching model of la carpa fosters interpersonal development.
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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 subsequently been shown to be supported by Krashen's work.
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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. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-091-8.

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Latina vivit!: A guide to lively Latin classes. Wauconda, Ill: Bolchazy-Carducci Publishers, 1995.

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

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

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Starting to teach Latin. London: Bloomsbury Academic, 2016.

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Valerius, Catullus Gaius, and Classical Association of the Atlantic States., eds. The poems of Catullus: A teaching text. Lanham, MD: University Press of America, 1986.

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Byrnes, Ronald S. Life in Africa & Latin America. Denver, Colo: Center for Teaching International Relations, University of Denver, 1993.

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Education, Ontario Ministry of. Latin, Ontario academic courses. [Toronto, Ont.]: Ministry of Education, 1986.

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Wilson, Martha. Latin primer: Teacher's edition. 3rd ed. Moscow, Idaho: Canon Press, 2011.

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Perley, Jan. Latin memory songs. Palmdale, CA: Issachar, 2004.

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Book chapters on the topic "Latin teaching"

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Mayock, Ellen. "Teaching Hispanic Feminisms." In Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures, 81–97. Rotterdam: 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, 251–58. New York, NY: 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, 221–34. Cham: 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, 193–208. Rotterdam: 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, 323–33. Oxford, UK: 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, 179–201. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230300392_12.

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DelCarpio-O’Donovan, R. "Teaching Radiology in Latin America: Images from Peru." In Radiology Education, 249–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68989-8_21.

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Godsland, Shelley. "Approaches to Teaching Rape in the Spanish Literature Classroom." In Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures, 177–89. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-091-8_10.

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Obdalova, Olga, Ludmila Minakova, and Aleksandra Soboleva. "Developing Academic Skills via Greek and Latin Vocabulary Teaching." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 376–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_40.

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Schubring, Gert, Vinicius Mendes, and Thiago Oliveira. "The Dissemination of Descriptive Geometry in Latin America." In International Studies in the History of Mathematics and its Teaching, 377–400. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14808-9_21.

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Conference papers on the topic "Latin teaching"

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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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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). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.39.

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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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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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Coderch, Juan. "Teaching Ancient Greek and Latin: Let’s Advance Backwards The method for teaching them." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.25.

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Micheeva, Natalia, Eugenia Popova, and Zoya Ignashina. "TEACHING LATIN-AMERICAN SPANISH IN RUSSIA: COMMUNICATION DIFFICULTIES APPROACH." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0877.

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"Design and Research of VR System in Latin Dance Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.013.

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"Design and Research of VR System in Latin Dance Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.21.

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Xu, Yong, Yazhen Li, and Jingwen Zhou. "Analysis on the Teaching of Latin Dance for Office Workers." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.124.

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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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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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Abstract:
In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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