Abstract

In this project, I present a way to effectively blend modern theories of language acquisition and the contemporary practice of teaching Latin. I intend to demonstrate that a curriculum is able to balance both traditional and innovative philosophies by adapting Second Language Acquisition Theory’s idealized way to learn a language to fit the realistic limitations of the classroom. I begin with a discussion of the history of language pedagogy, focusing on Latin’s influence on the study of language learning from antiquity to present. Next, I present the key topics in SLA and the practical implications of this research for today’s Latin classrooms. I then turn from the scholarly theories of language acquisition to the daily practices of Latin teachers. Basing my discussion on an IRB-approved survey, I consider the goals and practices of contemporary Latin educators, concentrating on the three dominant teaching methodologies: the Grammar and Translation, Comprehensible Input, and Reading Methods. Finally, I briefly discuss a selection of the factors that affect course design and teaching practices and limit the applicability of idealized learning methods. In conclusion, I argue that today’s Latin teachers should adopt a hybrid approach. Instead of strictly aligning with one methodology, teachers should define and adapt their practices to meet the goals of their classrooms and the needs of their students.

Committee Chair

Thomas Keeline, Classics

Committee Members

Catherine Keane, Philip Purchase

Comments

Permanent URL: https://doi.org/10.7936/znvz-zd20

Degree

Master of Arts (AM/MA)

Author's Department

Classics

Author's School

Graduate School of Arts and Sciences

Document Type

Thesis

Date of Award

Spring 5-17-2019

Language

English (en)

Author's ORCID

https://orcid.org/0000-0001-8259-0435

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