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Vocabulary acquisition in the language classroom: what it is, how it works, which strategies and approaches are suitable for Latin instruction Journal of Classics Teaching Pub Date : 2024-03-05 María Luisa Aguilar García
This paper aims to guide the training of all Latin instructors and learners who want to optimise the process of acquiring the language by applying the results of research carried out in the field of Second Language Acquisition (SLA), specifically here those related to the acquisition of vocabulary. Consequently, some theoretical considerations on the psycholinguistic operations that govern vocabulary
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I think learning ancient Greek via video game is…’: An online survey to understand perceptions of Digital Game-Based Learning for ancient Greek Journal of Classics Teaching Pub Date : 2024-03-01 Irene Di Gioia
Playing is connected at a deep level to how we learn, participate in and create culture, as it is dynamic, complex and even unpredictable just as learning is (Reinhardt, 2019). Even Plato in his Theaetetus recognises the importance of such a component in experiencing culture and knowledge. Could playing (or gaming) therefore be a useful didactical approach in promoting the study of ancient Greek around
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The Spelling Problem Journal of Classics Teaching Pub Date : 2024-03-01 Anthony F. Bainbridge
It is generally accepted by scholars that the songs of Homer were first written in ~ 700 BCE; the text seems to spring fully formed into a still illiterate world, demonstrating in a sophisticated vocabulary the first example of the use of a new alphabet. The language used is a never-spoken construct; its construction represents the first use of an alphabet enabling words to be written. This paper aims
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A survey involving secondary students with dyslexia studying Latin or a modern foreign language Journal of Classics Teaching Pub Date : 2024-02-27 Dora Burbank
Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results
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Teaching Greek: from school to university via fifteenth century Florence Journal of Classics Teaching Pub Date : 2024-02-27 Clive Letchford
The scene is Florence, Italy in 1493. The scholar and teacher Guarino of Favera is holding a series of classes for beginners in the Greek language. Few people know Greek since materials for learning it are few. We have an account of his method by Girolamo Amaseo, one of his pupils. Amaseo is one of 16 students whose ages range from youths to a 50-year old poet, and Guarino is teaching them some Iliad
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Now you saw it, now you didn't: the perception and reception of word order in ancient Greek and Latin texts Journal of Classics Teaching Pub Date : 2024-02-26 Jerome Moran
Not many of us ever get to see an actual papyrus roll, codex, or manuscript of a Greek or Latin literary text, though increasingly we are able to see digital copies of them online. The differences of format between any of the above and the texts we are accustomed to seeing are striking. This article is concerned with the effect that the format of a text had on the reception, written or aural, of word
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Classical Studies Trends: teaching Classics in secondary schools in the UK Journal of Classics Teaching Pub Date : 2024-02-22 Steven Hunt
The Classical Association, working with the charity Classics for All, is conscious of the vulnerability of Classics in the secondary education system and wants to understand the reasons behind this. Concern about the decline of classical subjects at GCSE and A Level has been mounting, indicated largely by exam entry data suggesting that entries for classical subjects are low and in the case of the
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Rewriting the Textbook: an investigation into students’ practices with creative composition in a Year 7 Latin class Journal of Classics Teaching Pub Date : 2024-02-22 Adam Trusted
This project investigated the effectiveness of a creative Latin composition exercise. Within this exercise, students built upon existing Latin textbook material, inserting their own character into an existing Cambridge Latin Course (CLC) story (CSCP, 1998). This form of exercise has links to more conventional prose composition exercises, but it also takes inspiration from exercises which use fanfiction
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Steps towards inclusivity: modifying challenging content, navigating pedagogical materials and initiating student reflection within the Classics classroom Journal of Classics Teaching Pub Date : 2023-11-29 David Peddar
Although there is plenty of scholarship regarding the concerns of addressing controversial and sensitive subject manner in the Classics classroom, and I have considered these to quite an extent, my own interest in these practices emerged where they matter the most: my own experiences within the classroom. For me, it came to a head with one pupil who demonstrated an active enthusiasm for Latin study
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43rd JACT Latin Summer School – 2023 Director's Report Journal of Classics Teaching Pub Date : 2023-11-03 David Stephenson
This is a review of the activities and successes of the 43rd residential JACT Latin Summer School, run in July 2023. Specifically, it covers our typical teaching arrangement, lectures, trips and events and acknowledges the generosity of our sponsors.
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Teaching Classics as an applied subject Journal of Classics Teaching Pub Date : 2023-11-03 Alice König
This article discusses the opportunities and challenges of teaching Classics as an ‘applied’ subject. It outlines the development of a new module at the University of St Andrews which asks student teams to research and design a project that draws on ancient sources, practices or ideas to address a challenge in the 21st century, such as ‘fake news’, racism, or climate change. It distinguishes Applied
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Use of Open Access AI in teaching classical antiquity. A methodological proposal Journal of Classics Teaching Pub Date : 2023-11-03 Carlos Díaz-Sánchez, Diego Chapinal-Heras
The aim of this contribution is to present an innovative approach to the use of Open Access AI in teaching the Classical era at high school and university level. The paper first explains the growing interest in AI technology and its main applications in the subjects of philology, history and other related areas. The following sections show the different steps of the proposal, which uses the Midjourney
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Teaching Greek mythology through a scenario-based game Journal of Classics Teaching Pub Date : 2023-10-23 Gina Salapata, Jonathan Tracy, Kevan Loke
In this article, we showcase the pilot scenario of The Trojan War, an educational self-directed game that combines text inspired by ancient Greek (as well as Roman) literature with graphics based on the ‘Geometric style’, an authentic Greek style of painting contemporary with the composition of the Homeric epics. Our game uses interactive scenarios to support active learning strategies of students
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The Nausicaa experience: Teaching Ancient Greek in French preschools and primary schools Journal of Classics Teaching Pub Date : 2023-09-13 Laurence Duchemin, Adrienne Durand, Brigitte Franceschetti
In the Marseille region in France, ancient Greek has been taught in pre-school and primary school for more than 20 years. The ‘Nausicaa’ Association was created in 1996 with an express purpose in mind. As Nausicaa was Odysseus' guide and helped him regain his dignity as a man and a king, so our association supports children in becoming more complete and richer humans, or so we hope. Nausicaa has grown
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In Greek we trust! Παίζοντες μανθάνομεν Journal of Classics Teaching Pub Date : 2023-09-13 Eugenia Manolidou, Sophia Goula
This article presents the method used in Elliniki Agogi, a private small school that teaches the Ancient Greek language as an extra-curricular activity. Over the 29 years of experimenting with educational material, methods, books and exercises, teaching Ancient Greek as a living language seems like the only method that really works for the students. It is immersive, experiential, educational and fun
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At the gymnasium through your football buddy's aunt. Accessibility of classical education in the Netherlands Journal of Classics Teaching Pub Date : 2023-08-31 Lidewij van Gils
How accessible is the field of Latin and ancient Ancient Greek languages in the Dutch education system? In recent years this discussion has resurfaced in the light of societal developments which focus on equality of opportunities.1 Moreover, our field faces the challenge to explain in both international and national discussions what makes its study so relevant in the current times, both in secondary
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‘Translating’ Classics for Generations Z and Alpha Journal of Classics Teaching Pub Date : 2023-08-31 Eleni Bozia, Anastasia Pantazopoulou, Anthony J. Smith
This paper presents a public outreach program developed by the Department of Classics at the University of Florida to introduce school-age children to Classics. The main goal is to emphasise the value of Classics and the practical skills it teaches by engaging students with hands-on exercises and materialising connections between the past and the present. The paper focuses on the importance of Classics
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“Educare all'Antico”. Teaching Classical Civilisation in Italian primary and lower secondary schools Journal of Classics Teaching Pub Date : 2023-08-30 Riccardo Di Donato, Andrea Taddei
The purpose of this article is to offer an overview of an educational project that brought Classical Civilisation to pupils in the Pisa area between 2004 and 2009, through a cooperation between the Department of Classical Philology at our University and the Provincial Administration of Pisa.1 The project was aimed at pupils of primary and lower secondary schools, in response to a thorough reform of
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Designing Vocabulous: a Case Study in Classics, EdTech and English Literacy Journal of Classics Teaching Pub Date : 2023-08-29 Lucy Huelin
This article examines the website Vocabulous, an innovative resource that combines Classics and English literacy. The aim of Vocabulous is to improve students' English vocabulary knowledge and skills using Latin and Greek root patterns. For example, the root ‘scrip’ meaning ‘write’ can help students understand that ‘inscription’, ‘manuscript’ and ‘transcription’ are all related to writing. Students
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Latin and Greek in English Primary Schools – seedlings of a classical education Journal of Classics Teaching Pub Date : 2023-08-29 Steven Hunt
This article describes some of the main features of classical languages and history learning at the primary school level in England at the current time. It briefly examines the context and education policy background and government and teachers' beliefs in the value and status of classical subjects, especially the Latin language as an aid to learning other languages and as a support for developing
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Teaching Latin and ancient Greek in the 21st-century Primary School: Framing local approaches to international challenges Journal of Classics Teaching Pub Date : 2023-08-29 Evelien Bracke
The idea for this special issue of Journal of Classics Teaching arose from the conference ‘Monsters in the classroom: Latin and Greek at primary school’ which Steve Hunt (Cambridge), Lidewij Van Gils (Amsterdam), and myself (Ghent) co-organised in January of 2022.1 This conference gathered teaching expertise from eight countries and attracted more than 120 participants from 20 countries to discuss
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As clear as Herculaneum mud: a plea for clarity Journal of Classics Teaching Pub Date : 2023-08-23 Jerome Moran
This article is by way of a request to experts who wish to make their expertise accessible to the non-expert. Non omnia possumus omnes, as Virgil said. In this case the deficiency is the lack of familiarity with papyrology and its conventions, in particular the papyri discovered in the library of the Villa of the Papyri at Herculaneum. The article shows how expertise can hinder rather than help the
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Teaching Difficult Stories: Trauma-Informed Teaching in the Classics Classroom Journal of Classics Teaching Pub Date : 2023-06-12 Peter Swallow
Every textbook has its strengths, and each its own quirks and idiosyncrasies. Apart from any pedagogical concerns about the old Cambridge Latin Course textbook series, for example, was the question of how it represented problematic aspects of the ancient world, such as the role of women and the institution of slavery (see Hunt, 2016). The de Romanis Latin course (Radice et al., 2020a and 2020b), which
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Photogrammetry and 3D modelling in university teaching. A case study applied to the history degree Journal of Classics Teaching Pub Date : 2023-06-06 Diego Chapinal-Heras, Carlos Díaz-Sánchez, Sergio España-Chamorro, Natalia Gómez-García, Lucía Pagola-Sánchez, Manuel Parada López de Corselas, Manuel Elías Rey-Álvarez Zafiria
The aim of this contribution is to provide a new methodology regarding the use of photogrammetry and 3D modelling in the classroom. By means of a practicum taught at Complutense University of Madrid and a survey conducted afterwards, we show the different steps of the activity, as well as the reception of the students, who learnt to elaborate 3D figures.
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A New Frontier: AI and Ancient Language Pedagogy Journal of Classics Teaching Pub Date : 2023-06-05 Edward A. S. Ross
In November 2022, ChatGPT 3.5 was released on a public research preview, gaining notoriety for its ability to pull from a vast body of information to create coherent and digestible bodies of text that accurately respond to queries (OpenAI, 2022). It is able to recognise the grammar and vocabulary of ancient languages, translate passages, and compose texts at an alarmingly accurate and rapid rate. For
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‘Caecilius Est Internet’: A Study of Year 7 Latin Beginners' Perspectives on the use of an Online Chat function and Breakout Rooms using the Cambridge Latin Course Journal of Classics Teaching Pub Date : 2023-05-02 Joel Moore
During the school closures in the beginning of 2021 many students and teachers found themselves making use of new remote educational technology. The use of an online chat function and breakout rooms became routine. Using observations during lessons, anonymised chat logs and a student questionnaire it is shown that there are positive outcomes for student voice and inclusion when using these features
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Adapted and unadapted texts: do any of us ever read just what our author wrote? Journal of Classics Teaching Pub Date : 2023-04-20 Jerome Moran
We do not possess, nor are we ever likely to possess, any autograph of a Greek or Latin literary text from antiquity. We do not always apprise our students of this fact. This article seeks to explain why we possess only copies of the texts, often adapted for one reason or another and at many stages removed from the autographs. It also explains why certain kinds of originals cannot by their nature be
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Developing and creating didactic proposals for Latin and Classical Culture Training course with the educational centre CEFIRE Journal of Classics Teaching Pub Date : 2023-02-09 Alberto Regagliolo
The aim of this paper is to set out the results of the Developing and creating didactic proposals for Latin and Classical Culture (now DPLCC) course, which was financed and organised with the Spanish Ministry of Education, CEFIRE, during 2021. The training programme is aimed at teachers and anyone qualified to teach classical languages. It has been divided into two parts: a theory and a practical section
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Plato and Classical Civilisation A Level Journal of Classics Teaching Pub Date : 2023-01-30 Alan Towey
The incorporation of Plato into the current OCR Classical Civilisation A Level syllabus, as part of the Love and Relationships topic (LR) presents a challenge for the classroom teacher. While the specification makes study of Plato mandatory the content description in practice effectively relegates the topic to the side-lines. Having described this problem the article goes on to suggest how Plato's
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Classics education in Northern Irish primary schools; curriculum policy and classroom practice Journal of Classics Teaching Pub Date : 2022-12-16 Amber Taylor, Arlene Holmes-Henderson, Sharon Jones
This study explores the perspectives of teachers and pupils regarding the benefits and challenges of teaching Classics in primary classrooms in Northern Ireland (NI). Conducted in 2020, the methodological approach consisted of interviews with six teachers from three schools and a focus group held with eight children.1 The study identified positive impacts of teaching Classics on numerous subjects,
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To Read or Not to Read: Trialling an Extensive Reading Program in a Year 10 Latin Classroom Journal of Classics Teaching Pub Date : 2022-12-16 Melissa Cooper
Reading is an essential part of learning a language. During my postgraduate (PGCE) teacher-training placement in the UK, I observed extensive reading being used in Modern Foreign Languages (MFL) and English classrooms but saw no evidence for it in the Latin classroom. However, the practice is gaining popularity in the United States as part of Comprehensible Input-based teaching. I was interested to
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Directors’ Report: East London Classics Summer School (August 2022) Journal of Classics Teaching Pub Date : 2022-11-28 Sarah Merali-Smith, Alicia Nongbri
This is a review of the 2nd East London Classics Summer School, run in August 2022. We include details of our daily schedule including language sessions, lectures by guest speakers, a visit to King's College London, and we give thanks to those who are supporting our initiative.
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Formative assessment and key competences for a conscious recovery after COVID-19: an Action-Research at a school in Italy to enhance reflection starting from mistakes Journal of Classics Teaching Pub Date : 2022-11-28 Daniela Canfarotta, Carla Lojacono
The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative
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Swords, sandals, and toasted panini: delivering cine-antiquity to sixth form students Journal of Classics Teaching Pub Date : 2022-09-30 Edward Bragg
Teachers of Classics in sixth form colleges and secondary schools regularly provide extra-curricular activities alongside their bread-and-butter classes in Latin, Classical Civilisation, Ancient History, and Greek. With the on-going squeeze on the provision of these four classical subjects, it is inevitable that teachers of Classics look to other areas within their schools and colleges both to maintain
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Reflections on the new International Baccalaureate Diploma Classical Languages Syllabus Journal of Classics Teaching Pub Date : 2022-09-26 Simon Trafford
At the end of January 2022 the International Baccalaureate Organisation (IBO) published the new Diploma syllabus for Classical Languages (for first assessment in 2024). The new IB Diploma syllabus has at its heart a desire to move away from the teaching of language and literature as two distinct skills, while embracing a broader range of teaching and assessment methods which do greater justice to the
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42nd JACT Latin Summer School – 2022 Director's Report Journal of Classics Teaching Pub Date : 2022-09-08 David Stephenson
This is a review of the activities and successes of the 42nd residential JACT Latin Summer School, run in July 2022. Specifically, it covers our typical teaching arrangement, lectures, trips and events and acknowledges the generosity of our sponsors.
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To what extent do Socratic seminar activities encourage engagement in Classical Civilisation lessons? Journal of Classics Teaching Pub Date : 2022-09-02 Lois Robinson
Classroom dialogue provides significant opportunity for students to build on their understanding of a subject. It is also a vector through which the educator can assess progress in their lessons (Alexander, 2008). The purpose of this study was to explore what effect a specific form of classroom dialogue (the Socratic seminar) has on student engagement, and consequently, their learning.
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Triennium Linguae Latinae: a case study of introducing Latin to the Key Stage 3 timetable in a comprehensive school Journal of Classics Teaching Pub Date : 2022-08-01 Ian David McMillan
A personal reflection on the experience of introducing Latin to the curriculum. School S. (non-selective, secondary) introduced Latin as a timetabled subject at Key Stage 3 between 2016 and 2019. This is a case study and personal reflection from the teacher who instigated and taught the course, comprising the extracurricular efforts which paved the way for the class, methodological considerations,
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Ancient Greek for Kids: From Theory to Praxis Journal of Classics Teaching Pub Date : 2022-07-14 Eugenia Manolidou, Sophia Goula, Vicky Sakka
This essay presents the methods, as well as the pedagogical effects, findings and results of introducing Ancient Greek in the curriculum of children between three and 12 years old as evidenced over 27 years in the method of Elliniki Agogi. Elliniki Agogi is an award-winning private educational institute established in Greece in the mid-1990s at a time when the teaching of Ancient Greek was questioned
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‘I Still See the Elitism’. Classical languages and the language of class at Liverpool Journal of Classics Teaching Pub Date : 2022-07-11 Marco Perale
The article discusses the issue of access to Classical education in general and Greek and Latin language in particular currently experienced by working-class students in the UK, both at high school and at University level. It then focuses specifically on the provision of Classical languages in the Liverpool region, traditionally an area of deprivation and a focal point of Classics poverty. The article
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Visual Translation: A Creative Tool for Practising Metacognition and Analysing Agency and Power Journal of Classics Teaching Pub Date : 2022-06-29 Jennifer Swalec
‘Visual Translation: A Creative Tool for Practising Metacognition and Analysing Agency and Power’ describes the design for a ‘visual translation’ project that I developed to help high school students in an advanced Ancient Greek literature course differentiate between literal and literary translation. This project could potentially be adapted for students at any level of Ancient Greek or Latin language
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Building a virtual Roman city: teaching history through video game design Journal of Classics Teaching Pub Date : 2022-06-27 Harrison Forsyth
In October of 2018, a pedagogical experiment was conducted at York University, Toronto, Canada, in which students were given an assignment. For this assignment they were to conduct research on a variety of Roman public buildings in groups, build digital reconstructions of them using the Unity 3D game engine, and present them to the class in the form of a virtual reality (VR) simulation. In doing so
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Oedipus Philosophus: A Thought Experiment Journal of Classics Teaching Pub Date : 2022-06-10 Jerome Moran
This article has a four-fold purpose: (I) to point out the interface and overlap of Classics and Philosophy; (ii) to encourage the take-up of A level Philosophy as a fitting companion for Classics courses, linguistic and non-linguistic; (iii) to reinforce the correction of certain crucial misunderstandings about Sophocles’ play, Oedipus Rex, especially concerning the agency of Oedipus both in the play
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Novellas and Free Voluntary Reading: an overview and some starting points for further research into practice Journal of Classics Teaching Pub Date : 2022-05-27 Steven Hunt
In the US the use of extensive reading in Latin for school students to develop vocabulary growth and attain reading fluency is an emerging classroom practice. To meet the demand for resources, a small but growing number of teachers have started to make available self-published short Latin stories or ‘novellas’, designed to provide students with extensive reading material in Latin at an age-appropriate
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Lemma navigation by excellent secondary school students of Ancient Greek Journal of Classics Teaching Pub Date : 2022-04-12 Daniël Bartelds
Under the high cognitive pressure of a translation task, secondary school Classics students often make dictionary mistakes. Research indicates that successful students use a lemma's meta-information to engage in a feedback loop between text and dictionary. Using eye-tracking data of expert learners, this study examined how successful students employ the different types of lemma information while limiting
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Cheating or learning? An investigation into Year 8 students' perceptions of the Cambridge Latin Course Explorer Tool and its role in both classroom teaching and online learning Journal of Classics Teaching Pub Date : 2022-04-07 David Titcombe
This article investigates the different uses of the Cambridge Latin Course Explorer Tool in the classroom, and students' perceptions of this, through a case study of a Year 8 class in an all-girls' comprehensive school. Student perceptions of this tool were a particular focus of the research, exploring its enhancement of students' enjoyment of the subject, its impact on vocabulary retention, and what
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A Case Study Investigation of Year 8 Students’ Experiences with Online Learning Through the Padlet App in a State-Maintained Girls’ Grammar School Journal of Classics Teaching Pub Date : 2022-04-06 Caolain J. Cleary
If the past two years have proven anything, it is that students today hold a tremendous capacity to adapt to incredibly difficult learning environments. This paper explores student learning experiences in one such learning environment, the period of online learning that occurred between January and March 2021 due to COVID-19-related school closures. Investigating the effectiveness of the digital learning
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Lost In Translation Journal of Classics Teaching Pub Date : 2022-03-09 Jerome Moran
Languages are cultural epiphenomena: they, and their varieties, emerge at stages of development in the life of a culture. In some important respects they are peculiar to their culture, and the meanings of certain terms used in the language of their culture are not therefore readily transferable to the languages of other cultures. There are culturally-laden terms that do not have semantic equivalents
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Teaching about the senses in antiquity: exploring the ancient world of scents through recreating ancient perfumes Journal of Classics Teaching Pub Date : 2022-02-24 Justine Diemke
This article presents the results of a student experiment conducted at the University of Hamburg as part of a course about scents and smells in antiquity. In the experiment, students produced their own versions of ancient perfumes. Located at the intersection of the humanities and the sciences, this project aimed to bring ancient olfactory spaces to life for the students by reconstructing and manufacturing
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Teaching Latin language and Roman culture as a journey from present to past: an action research project at a secondary classroom Journal of Classics Teaching Pub Date : 2022-02-23 Amalia-Elena Gheorghe
This paper aims to investigate whether, by activities designed as a journey from present to past, students will gain an in-depth knowledge of Roman culture and civilisation, proving interest in them, and a better understanding of the contemporaneity and the community they are living in. Latin language and Roman culture are the basis of the European culture, and this subject is often perceived by students
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Transitioning into and improving online History teaching Journal of Classics Teaching Pub Date : 2022-02-23 John Shannahan, Vanessa Fredericks
Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are
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Greek Club: Resurrecting Dead Languages in Secondary Schools Journal of Classics Teaching Pub Date : 2022-02-22 Caitlin McMenamin
This paper explores the merits of learning classical languages in an informal environment. It is argued that voluntary clubs offer a variety of benefits for students and teachers and may help promote the longevity of the discipline. For teachers, clubs can be a flexible way to teach Greek or Latin to the next generation in schools that may not be willing to offer one or both languages as subjects in
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How Future Teachers Learn and Teach about Greek Gods. From University to Primary Education Journal of Classics Teaching Pub Date : 2022-02-22 Unai Iriarte, Aida Fernández Prieto
This article seeks to illustrate the importance of teaching the history of ancient Greece in the Primary Education Degree in Spain. The objective is to observe, from the analysis of a case study carried out at the University of Seville, how students pursuing the Degree in Primary Education acquire knowledge and how they then transfer and adapt this knowledge to a classroom of primary school students
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The Passion of Perpetua (M.) Donato, (C.) Engargliola, (E.) Gendreau-Distler, (E.) Hasapis, (T.G.) Hendrickson, (J.) Nguyen, (S.) Pant, (S.) Podila, (A.) Riordan and (O.) Thompson (edd.) Pp. x + 93 Cambridge: Pixelia Publishing, 2021. Paper, £6.33 ISBN: 978-1-7370330-0-4 Journal of Classics Teaching Pub Date : 2022-02-14 Charlotte Goddard
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