The article discusses the methodologies for the teaching and assessment of Latin in European, British, and Australian universities. Latin pedagogy has either remained attached to the Grammar Translation model or adopted the communicative approach pioneered for the teaching of modern languages. While the first clung to an outdated tradition that cast Latin as a 'dead' language, the second diffused the teaching of grammar embracing instead the Roman culture. Consequently, concerns regarding our graduates' professional standing and research skills have arisen. Following the revival of Latin across the globe and the increased mobility of students and graduates, a revision of teaching approaches is imperative. The article supports the re-introduction of grammar in university language teaching based on Grammar Construction Theory and Radical Constructivism with encouragement from discoveries in cognitive neuroscience. My case-study highlights the challenges in redefining the teaching and assessment of university Latin allowing for student views to be sensed.
|Number of pages||11|
|Publication status||Published - 2012|