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Journal articles on the topic 'Latin teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

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and provide content for studying Classic languages in scientific publications, but such information quickly becomes outdated and needs to be regularly updated.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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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

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12

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

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13

Holloway, Thomas. "CLAH Lecture: Learning and Teaching." Americas 78, no. 3 (July 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 from my own experience learning and teaching about Latin America serve to illustrate that reducing provincialism, chauvinism, and ethnocentrism among North American undergraduates are still valid objectives.

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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 this approach, and put together an overview of its recent spread in formal teaching, and in research, around the UK and Europe. It is my hope that in drawing attention to the rapidly increasing number of initiatives, this article will promote cross-fertilisation of ideas between the disparate influencers in the field of Latin pedagogy.

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15

Foster, Frances. "Teaching ‘correct’ Latin in late antique Rome." Language & History 62, no. 2 (May 4, 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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17

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

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18

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 (December 9, 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 types of skills that are formed in students according to the peculiarities of the Latin alphabet based on the Kazakh script were analyzed using information and communication technologies, which is relevant today. The asynchronous and synchronous teaching method was considered, the infinite Miro.com board, edpuzzle.com task system, Google Drive repository, Coreapp.ai lesson and task system, Kahoot.com test type, obs.studio and other computer programs were analyzed. The functions of innovative educational platforms and the effectiveness of teaching the Latin alphabet based on the Kazakh writing in ICT are analyzed.

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19

Lesik, Sofya, and Tatyana Polishchuk. "On Using the Competence Approach in Teaching Latin." Nizhny Novgorod Linguistics University Bulletin, no. 50 (June 30, 2020): 122–35. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-122-135.

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The article looks at the place and role of Latin in liberal a5rts education as well as at methods and techniques for forming and developing students’ communicative competence through learning the Latin language. The authors provide a detailed review of research done by Russian and foreign philologists and methodologists on implementation of the communicative method in teaching ancient languages. The article presents educational models conducive to developing in students sufficient motivation and ability to understand and appreciate the historical and cultural legacy of the Latin language and its formative influence on the Western European civilization. The authors discuss the effectiveness of implementing the competence approach which involves the formation of competencies related to value orientations, spiritual and moral foundations of human life, and ways of intellectual self-development, and argue that this approach is related to the personality-oriented approach where special emphasis is placed on the socio-cultural component of the communicative competence. Learning Latin would develop students’ ability to tolerate social and cultural differences and foster in them respect and care for historical heritage and cultural traditions. The authors emphasize the importance of knowing Latin idioms, proverbs, and famous quotes and their philosophical meaning, claiming that this, along with appreciation of the ancient cultures and their significance in world history, could serve as an indicator of general cultural competence. While a high level of professional competence is a prerequisite for successful professional activity, in our modern world, along with professional and communicative competencies, social and personal competencies are becoming increasingly relevant, and, among other things, their development is manifested in the ability to build strategies for personal and professional development and training. The authors state that a methodically competent integration of the communicative method with the use of everyday communication situations would lead to increased motivation in learning Latin which is especially important since the volume of independent work presupposed by the curricula increases every year, and a college graduate should have not only professional competencies, but also sufficient skills for organizing her own independent work, necessary for successful self-development.

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20

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 importance of an inclusive and affirming classroom and curriculum, or how to achieve it.

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21

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 able to read Latin fluently, automatically and with enjoyment, not engender in them a process more akin to puzzle-breaking. I chose to experiment with teaching students to read Latin in order, firstly because, as Markus and Ross (2004) point out, the Romans themselves must necessarily have been able to understand Latin in the order in which it was composed as so much of their sharing of literature happened orally. Indeed, as Kuhner (2016) and others who promote the continuation of spoken Latin have argued, this is still a very real possibility today. And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999; Markus & Ross, 2004; Hoyos, 2006; McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be ‘expert’ readers who will be able to enjoy reading Latin long after they have been through their exams.

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22

Ruppel, Antonia. "On Language Teaching." Journal of Classics Teaching 19, no. 37 (2018): 53–57. http://dx.doi.org/10.1017/s2058631018000077.

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‘Anyone can teach Latin, while teaching Greek is hard’. ‘Introductory language courses are easier to teach than intermediate/text-based courses’. These are views that the author of this article has heard voiced in Classics departments on both sides of the Atlantic. They reflect underlying assumptions about language teaching that often have very practical effects on who is assigned what kinds of teaching, and how those instructors approach their task.

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23

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 approaches to the teaching of Latin. I was introduced to this area of research on my PGCE course of study at Cambridge University. Furthermore, I was especially inspired by the scholarship of Coffee (2012), King (2011), Lloyd (2016), Patrick (2015), Rasmussen (2015) and Tunberg (2011) who have written so positively about the unique ability of communicative approaches to unlock the joy of experiencing and employing the Latin language for individuals of all ages.

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24

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 (August 15, 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 means of target training of medical students. Methodological problems of teaching and criteria for evaluation of knowledge were being gradually developed over the years in discussions with teachers at department meetings. The article offers details on the life and achievement of the first head of the department Konstantin P. Avdeev, together with an analysis of his scientific and practical activities. Avdeev’s wide interests and erudition come to the fore in his active work as a lecturer at a number of scientific organizations in Leningrad. Having amassed a unique library of over 7 thousand volumes, he was a famous bibliophile, an expert and a collector of bookplates (ex libris). The depth of his knowledge and a wide range of interests have shaped the values and promoted a creative approach to teaching medical Latin that still remains an important part of teaching the subject to first-year medical students. The article also provides brief information on Nora N. Zabinkova, his successor, whose activity has coincided with qualitative changes in the methods of teaching Latin. These changes were inspired by professor Maxim N. Chernyavsky, the head of the Department of Latin at the I.M. Sechenov First Moscow State Medical University. The Department of Latin in Leningrad Pediatrical Medical Institute was among the few in first introducing and then spreading the new methods of teaching Latin and medical terminology in all medical schools across the country.

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Spicer-Escalante, J. P., Danny J. Anderson, and Jill S. Kuhnheim. "Cultural Studies in the Curriculum: Teaching Latin America." Rocky Mountain Review of Language and Literature 59, no. 1 (2005): 84. http://dx.doi.org/10.2307/3657445.

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26

Pino, Julio Cesar. "Notes on Teaching Comparative Modern Latin American History." History Teacher 27, no. 1 (November 1993): 73. http://dx.doi.org/10.2307/494333.

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Kondratyev, D. K. "TEACHING MEDICAL LATIN IN EUROPEAN HIGHER MEDICAL EDUCATION." Journal of the Grodno State Medical University 16, no. 3 (2018): 366–69. http://dx.doi.org/10.25298/2221-8785-2018-16-3-366-369.

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28

Richard, Pablo. "Interpreting and Teaching the Bible in Latin America." Interpretation: A Journal of Bible and Theology 56, no. 4 (October 2002): 378–86. http://dx.doi.org/10.1177/002096430005600404.

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Garabano, Sandra, Danny J. Anderson, and Jill S. Kuhnheim. "Cultural Studies in the Curriculum: Teaching Latin America." Chasqui 33, no. 2 (2004): 169. http://dx.doi.org/10.2307/29741892.

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30

Dym, Jordana, and Karl Offen. "Maps and the Teaching of Latin American History." Hispanic American Historical Review 92, no. 2 (May 1, 2012): 213–44. http://dx.doi.org/10.1215/00182168-1545674.

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Abstract Historical maps deserve a place in the college classroom as primary sources. Since the 1980s, scholarship has shown how maps can be analyzed and interpreted to reveal something not only about the peoples, spaces, and times they portray but also about the societies that create, consume, and contest them. Over the last decade, the maps themselves have become increasingly accessible, as important research libraries and archives digitize their holdings. Yet these graphic texts are not yet staples of college curricula or documentary readers. This essay provides a brief overview of recent research in the history of cartography and presents two examples of map discussion modules for the Latin American history classroom: a demonstration of US neocolonialism, resource extraction, and social change in late nineteenth-century eastern Nicaragua, and a case of urban planning and ideas of order in colonial Mexico City.

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Burton, J. Bryan. "Resources for Teaching Latin American Music, Part 2." General Music Today 13, no. 2 (January 2000): 22–25. http://dx.doi.org/10.1177/104837130001300206.

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Burton, J. Bryan. "Resources for Teaching Latin American Music, Part 1." General Music Today 13, no. 1 (October 1999): 23–26. http://dx.doi.org/10.1177/104837139901300106.

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33

Aggarwal, Raj, and Yinglu Wu. "Teaching International Business in Europe and Latin America." Journal of Teaching in International Business 32, no. 1 (January 2, 2021): 1–6. http://dx.doi.org/10.1080/08975930.2021.1922868.

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34

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 life’, an enjoyable diversion from the standard pedagogical fare (the ‘grammar grind’)? These are the questions that this article addresses. I argue that Latin was not generally used for everyday conversations, and that students were not taught how to conduct them outside the classroom any more than they are today, though spoken Latin was used as a medium for teaching and learning Latin, as it is to some extent today. Since Latin was not the first language of any native speaker, and since it was learned as a language primarily for reading and writing, comparisons with the teaching of modern foreign languages are specious. I also argue that spoken Latin today, as a pedagogical tool, is best kept out of the classroom and used, if it must be used, as a hobby or a pastime. It has limited usefulness as a means of learning Latin to a meaningful level (a level at which the learner can engage with original Latin texts). And the kind of Latin that is spoken in the classroom, an attempt to render a spoken form of Classical Latin, however ‘correct’ it may be grammatically and phonologically (and the grammar and phonology even of Classical Latin changed over time), is most unlikely to have been spoken routinely in the same kind of informal situations by an educated (one who is adept in Classical Latin) native speaker of Latin. In fact, the more ‘correct’ it is, the less likely it is to resemble authentic everyday spoken Latin, even of the educated elite that learned Classical Latin. This is even more the case after Classical Latin came increasingly to be different from the contemporary Latin that anyone spoke, and had increasingly to be learned from grammar books as if it were a second language. What Quintilian says of written Latin may be said of educated spoken Latin too: aliud est Latine, aliud grammatice scribere.

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Malagón Plata, Luis Alberto. "Changes and Conflicts in policy speeches on University Teaching." education policy analysis archives 13 (March 25, 2005): 22. http://dx.doi.org/10.14507/epaa.v13n22.2005.

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This article considers multiple perspectives and notions about education that prevailed in the development of universities in Latin America. As complex institutions, universities have been developed following multiple models and through contradictory processes, maintaining ancient traditions and incorporating modern characteristics, to the extent that in contemporary universities it is possible to see the traces of previous models (medieval and modern universities). Accordingly, during the last century, the Latin American model of the university has been marked by conflict, but contrary to other analysis which see weaknesses in conflicts, this article concludes that the conflictive character of universities in Latin America has permitted the development of institutions where complex and critical thought emerged.

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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 late 18th century, several seminaries attempted to reorganize “Russian schools” into ecclesiastical schools in which Russian would be the only language of instruction. Junior classes at seminaries were fully focused on teaching Latin, but Latin was by no means a complete replacement for Russian. The principal method of instruction was translation, and the administrators of many seminaries demanded attention to the quality of the students’ translations into Russian. Thus, Russian and Latin were functionally distributed in primary education. Only Church Slavonic was practically excluded from teaching after the primary courses of reading and church singing, and that preconditioned its conservation as a language used only for church services, leading to the extinction of the hybrid form.

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37

Loch, Marcin. "„Latine loquor!” – czyli „żywa łacina” jako metoda dydaktyczna (Latine loquor! – Living Latin as a teaching method)." Symbolae Philologorum Posnaniensium Graecae et Latinae 25, no. 2 (June 15, 2016): 137. http://dx.doi.org/10.14746/sppgl.2015.xxv.2.9.

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38

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. Although currently pedagogically unfashionable, there must be some value in rote-learning if people can still recite grammatical paradigms decades later. Inspired by this, I wanted to explore rote-learning in the modern classroom by utilising current research on methods of teaching Latin in the primary sector. Primary Latin teaching often includes sound and movement to engage learners, whilst retaining a heavy emphasis on grammar. I wanted to explore whether such techniques would work at secondary level.

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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 (November 27, 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 stress (Spanish: 6.59 ± 2.28 vs. Latin American: 6.00 ± 2.99) and neuroticism (Spanish: 5.40 ± 2.10 vs. Latin American: 4.58 ± 1.72). Spanish professors also showed healthier nutritional and physical activity habits than their Latin American counterparts, presenting higher consumption of milk products and a higher numbers of meals per day, greater weekly meat and fish consumption and higher weekly resistance training, as well as less eating between hours and snacking consumption. Nevertheless, Spanish professors brushed their teeth less and showed a higher smoking habit than Latin American professors. We concluded that there were cultural differences between Spanish and Latin American professors. In the present research, Spanish professors showed significantly higher burnout levels, teaching stress, perceived stress, and neuroticism than Latin American professors, and several differences were also found around health behaviours. These differences in perceived stress, teaching stress and burnout syndrome may be due to the habituation process of Latin American professors, and probably are associated with a higher stressful and demanding socio-cultural context.

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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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Bretones Lane, Fernanda. "Afro-Latin America: A Special Teaching and Research Collection of The Americas." Americas 75, S1 (April 2018): S6—S18. http://dx.doi.org/10.1017/tam.2017.178.

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In his introduction to a special issue of The Americas in 2006, Ben Vinson III noted how easily the history of Latin America had been dissociated from that of the African Diaspora. “When looking at the broad trajectory of historical writings on Latin America outside of the Caribbean and Brazil, it has long been possible to do Latin American history without referencing blackness or the African Diaspora.” A decade later, it is safe to say that the tables have turned. What were before scattered efforts to recognize black individuals' contributions to the history, culture, economy, and political developments of the region as a whole have evolved into a growing field meriting its own name: Afro-Latin American Studies. Born of the cross-pollination of scholarly debates that were previously disparate, the field of Afro-Latin American Studies has grown and developed in response to the rise of Black Studies and in connection to new realities in countries where Afro-descendants have pushed for social and economic equality.

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Stevens, Kym, Rachel A. Pedro, and Stephanie J. Hanrahan. "Building an authentic cultural curriculum through tertiary cultural dance." Arts and Humanities in Higher Education 19, no. 3 (March 6, 2019): 264–84. http://dx.doi.org/10.1177/1474022219833648.

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This study identified a range of pedagogies developed to promote global citizenship within a university Latin American dance unit. It implemented changes to teaching and learning approaches in the unit using the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model, supporting learning that privileges transcultural connections to Latin America. The action research used a range of dance teaching pedagogies that were adapted, and evaluated, using the Structure of Observed Learning Outcomes (SOLO)Taxonomy, to support a culturally enriched student learning experience. The findings challenge traditional dance teaching pedagogies through meaningful engagements with the local Latin American dance community and a range of student and teacher reflective approaches.

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Kiseleva, Elena. "DISTANCE EDUCATIONAL TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES (ON THE EXAMPLE OF THE LATIN LANGUAGE)." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta 13, no. 2 (2021): 71–77. http://dx.doi.org/10.47370/2078-1024-2021-13-2-71-77.

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The distance learning model is increasingly being introduced into the practice of educational institutions. Distance learning technologies allow the educational process to be carried out at a distance, expanding the capabilities of educational institutions. The research problem: the use of distance learning technologies in teaching Latin. The purpose of the research is to reveal the potential of distance learning technologies in teaching Latin. The research methods used are generalization, comparison, analysis, survey. The base of the research is FSBEI HE "Maykop State Technological University", the Medical institute. The research results are the following: the potential of distance learning technologies in teaching Latin has been substantiated; studies related to the problem of distance learning in the study of foreign languages have been analyzed; the experience of using distance learning technologies in teaching Latin language has been presented. Key conclusions: distance learning technologies are information and communication technologies implemented using network resources in the indirect (distant) interaction between students and a teacher; distance learning technologies expand the possibilities of language training in modern conditions and can be considered as an additional resource for obtaining educational information, increasing the availability and quality of education; using e-Learning technologies (electronic educational environment of universities, Zoom and MIND online platforms) is an effective tool in teaching Latin, allowing to expand the range of opportunities for language training.

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Huerta, Jorge A. "Teaching and Producing Latina/o and Latin American Plays in US Colleges and Universities." Theatre Journal 56, no. 3 (2004): 472–74. http://dx.doi.org/10.1353/tj.2004.0102.

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Cooley, Mackenzie. "Teaching Tepahtia." Journal of Medieval Worlds 1, no. 3 (September 2019): 85–104. http://dx.doi.org/10.1525/jmw.2019.130005.

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This pedagogical article discusses sources and methods for teaching the history of imperial science and medicine in the Nahua world from 1400 to 1600, a period that ranges from the spectacular growth of the Aztec Empire through the conquest to the creation of New Spain. By providing students tools to explore non-European ontologies and world-building, this article presents several exercises in which students act as archival researchers and themselves puzzle out the complexities of information transfer in the archive of sixteenth-century Latin America. Combining European paleography workshops, linguistic tools pioneered by the IDIEZ Nahuatl program, the study of Mesoamerican archeological objects, and an engagement with Mexican medicinal plants to recreate early modern remedies, students gain access to a world of New Spanish knowledge-creation.

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Pires, Célia Maria Carolino. "Panorama da Educação Matemática em alguns países da América Latina Overview of Mathematics Education in some Latin American countries." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 19, no. 3 (December 30, 2017): 1. http://dx.doi.org/10.23925/1983-3156.2017v19i3p1-12.

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Nesta conferência objetivamos apresentar um panorama da Educação Matemática em alguns países latino-americanos (Argentina, Bolívia, Brasil, Chile, México, Paraguai, Peru e Uruguai), apoiado no Projeto “Pesquisas comparativas sobre organização e desenvolvimento curricular na área de Educação Matemática, em países da América Latina” desenvolvido de 2009 a 2017. Nos baseamos em concepções e procedimentos da metodologia de estudos comparativos, de Ferrer Juliá (2002) e Pilz (2012). Partimos de questões de pesquisa como: Que Matemática está sendo proposta no ensino de crianças e jovens de países latino-americanos neste início de milênio? Que pressupostos norteiam os documentos curriculares em países latino-americanos? Como se dá o processo de implementação curricular nesses países? Que currículos estão de fato sendo realizados em sala de aula? Como resultados destacamos que, no tocante à educação até a faixa dos 14 anos, as propostas dos diferentes países são muito similares, tanto nas finalidades conferidas ao ensino de Matemática, com foco na formação do cidadão, como em relação aos conteúdos e à incorporação de metodologias como a resolução de problemas e os recursos tecnológicos. Para a faixa dos 15 a 17 anos, há diferenças na organização dos cursos, mas pode-se notar uma abordagem bastante tradicional da matemática nos documentos curriculares.In this conference, we have presented an overview of Mathematics Education in some Latin American countries (Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru and Uruguay), supported by the Project "Comparative research on curricular organization and development in Mathematics Education, in Latin American countries" developed from 2009 to 2017. We have based on conceptions and procedures of the methodology of comparative studies, by Ferrer Juliá (2002) and Pilz (2012). We start with research questions such as: What Mathematics is being proposed in teaching children and young people from Latin American countries at the beginning of the millennium? What assumptions guide curriculum documents in Latin American countries? How does the curricular implementation process take place in these countries? What curricula are actually being delivered in the classroom? As a result, we highlighted that, in the case of education up to 14th years old, the proposals of the different countries are very similar, both in the purposes of Mathematics teaching, focusing on citizen training, as well the content and the incorporation of methodologies such as problem solving and technological resources. For the group of 15th to 17th years old, there are differences in course organization, but one can see a rather traditional approach to mathematics in curriculum documents.

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Santos Sobrinho, José Amarante. "Latinitas: leitura de textos em língua latina. Novos alunos, novas metodologias / Latinitas: Reading Texts in Latin. New Students, New Methodologies." Revista Internacional de Ciencias Humanas 5, no. 1 (March 30, 2016): 15–29. http://dx.doi.org/10.37467/gka-revhuman.v5.405.

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ABSTRACTThe objective of this paper is to present to those researchers in Humanities the Brazilian initiatives concerning the development of teaching materials for learning Latin by students of higher education in our current times, focusing specifically on the material from the Program "Latinitas: reading texts in Latin", the sole basis for the author's doctoral thesis. After over three years of preparation and piloting of the material at Bahia Federal University (Brazil), the artcile brings up information on the process of elaboration and implementation as much as the author makes his whole work available online for those interested in the topic.RESUMOO objetivo deste artigo é apresentar aos pesquisadores das Humanidades as iniciativas brasileiras para o desenvolvimento de materiais didáticos para a aprendizagem de latim por estudantes de cursos superiores de nosso tempo, com foco no material didático do Programa “Latinitas: leitura de textos em língua latina”, produto da tese de doutorado do autor. Após os mais de três anos de elaboração e de testagens do material na Universidade Federal da Bahia (Brasil), resenha-se aqui o processo de elaboração e de aplicação e noticia-se a disponibilização online, ao público interessado, dos materiais didáticos elaborados.

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Wakabayashi, Judy. "Teaching Medical Translation." Meta 41, no. 3 (September 30, 2002): 356–65. http://dx.doi.org/10.7202/004584ar.

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Abstract The main difficulties specific to medical translation are students' lack of medical knowledge and their unfamiliarity with medical terminology and phraseology. These difficulties can be partially overcome by a bilingual introduction to the key anatomical terms, diagnostic terms, symptomatic terms, operative terms, laboratory tests, and clinical procedures related to each of the body systems. Together with ample practice in actual translation, a medical translation course should also include information on useful resource materials; Latin and Greek roots, affixes and combining forms; common medical abbreviations; "lay" terms vs medical terms; medical English style; and the standard format of medical journal articles.

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Bracey, John. "TPRS, PQA & circling." Journal of Classics Teaching 20, no. 39 (2019): 60–64. http://dx.doi.org/10.1017/s2058631019000102.

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Latin is no longer the exclusive dominion of the elite. The Latin language is now accessible to all types of students as a result of the shift towards the use of Comprehensible Input in the Latin classroom. Part of making Latin accessible to the many involves divorcing oneself from limiting beliefs about what constitutes content in the Latin classroom. Enter Blaine Ray and Teaching Proficiency through Reading and Storytelling (TPRS).

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Pino, Julio Cesar. "Teaching About Women and Underdevelopment in Latin American History." History Teacher 34, no. 3 (May 2001): 353. http://dx.doi.org/10.2307/3054346.

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