Volume 2, Issue 2
Welcome to Teaching Classical Languages (TCL). TCL is the peer-reviewed, online journal dedicated to exploring how we teach (and how we learn) Greek and Latin. TCL is sponsored by the Classical Association of the Middle West and South (CAMWS).
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This essay proposes to investigate genre as a metaphor for the classroom environment. It aims, through a thought exercise, to present genre as a new paradigm through which to view the practice of teaching. By reading the classroom as a text, this piece hypothesizes about how classrooms would function were they texts of one genre or another: what "plots" do courses have, and what sort of curricular expectations do these plots arouse in the students? I consider eight of the most prevalent ancient literary genres, and for each I identify an underlying plot or structural metaphor which establishes the pedagogical expectations of the genre: didactic - the journey; epic - legendary experiences; lyric - subjectivity for community; satire - the mixed dish; drama - biology; history - the monument; oratory - the battle; philosophy - the quest. I then hypothesize about how these characteristics might play out in the classroom. I do not advocate for any genre in particular; rather, I hope that this thought experiment may give us pause to reconsider the environment of our classrooms, and the expectations for behavior established by the environment
pedagogy, genre, plot, ancient literary theory
Third Language Acquisition: Spanish-Speaking Students in the Latin Classroom, Tracy Jamison Wood, pp. 81 - 93Abstract
In ten years of teaching Latin at the junior high, high school, community college, and university levels, I have had mixed success teaching Latin to Hispanophone1 students. Coming from Texas and now teaching in California, where in both states the number of Latino students is higher than it is in many other parts of the country, I found this a surprising trend, and I began the research for this paper by wondering how I could improve both my teaching and the success rate of Hispanophone students. This paper details several field-tested approaches for the improvement of Latin language acquisition among native Spanish-speaking students. First, I discuss the identification and assessment of potential problems and/or difficulties. Then, I share my approach to communication between instructor and student. Finally, I delineate strategies for improved learning for the ESL student. Although this paper's discussion about third language acquisition (L3) will primarily use examples drawn from working with Hispanophone students, it may apply to students who are speakers of other Romance languages.
Keywords: L3, third language acquisition, bilingualism, language acquisition, Latin, teaching
This article discusses the new series of Bolchazy-Carducci Readers (BCReaders), using the eight volumes so far released. It evaluates these readers in terms of their targeted student audience and also a potential audience of advanced secondary students whose teachers are looking for ideas to replace the now defunct second Latin AP course; the series' goal to broaden the canon of authors generally read in college courses; the level of help provided by the commentaries; other features of the readers; and the rationale for how the selections were chosen for each volume. The article also offers three examples of how these volumes can be used with one another and one example of how a volume can be used with another textbook. Each example offers four to five topics to use in a classroom, useful websites, and a bibliography for assigned student readings. Appendices catalogue the passages included in the currently published BCReaders; and list forth-coming BCReaders.
Keywords: Latin pedagogy, Latin readers, Latin textbooks, Latin literature, Latin genre, teaching Latin authors, Bolchazy-Carducci
Cover photo illustration by Meghan Yamanishi.