REASSESSING LATIN PEDAGOGY: A PROPOSED MODEL FOR SOUTH AFRICAN LEARNERS

M Dircksen

Abstract


At present two models of instruction predominate the scene of
mainstream 21st century Latin pedagogy. The first, commonly known
as the ‘philological model’ or ‘grammar-and-translation’ method, has
been prevalent since the early days of classical scholarship and still
forms the basis of methodology at most South African universities.
During the past two decades the second, the so-called ‘living
language’ method, has become popular in schools and universities
across the United States. Both methodologies are examined and
evaluated in this article. Based on this short overview of Latin
pedagogy, a model is then proposed to accommodate generation Y
students of Latin at South African universities utilising both the
‘living language’ method and the ‘flipped class-room’ approach.
Since the student profile of the North West University has changed
dramatically over the past few years to include an ever increasing
number of distance students, the challenge has been to accommodate
the needs of these students without sacrificing the preferred approach
or method. Excerpts taken from a learning management system,1
developed for the Oxford Latin Course and aimed at distance
students, will finally illustrate how the learning of these students is
facilitated. The LMS in question is also aimed at secondary school
learners who are keen to follow an online Latin course.

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DOI: http://dx.doi.org/10.7445/61-1-965

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ISSN 2079-2883 (online); ISSN 0303-1896 (print)

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