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Teaching Latin as a Living Language: Reviving Ancient, Medieval, and Renaissance Pedagogy for the Modern Classroom

Persistent Link:
http://hdl.handle.net/10150/624153
Title:
Teaching Latin as a Living Language: Reviving Ancient, Medieval, and Renaissance Pedagogy for the Modern Classroom
Author:
Oakes, Daylin L.
Issue Date:
2017
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This thesis considers the history of Latin pedagogy through the lens of the Comprehensible Input Theory of second language acquisition (SLA) developed by Stephen Krashen in the 1980s. It rejects Grammar-Translation pedagogy in favor of Living Latin pedagogy, which prioritizes language acquisition over language learning. Evidence of successful Comprehensible Input pedagogy found in many examples of Latin instruction from history shows the potential to adapt for the modern classroom those historical methods which were oriented towards the acquisition of the Latin language, and these have subsequently been shown to be supported by Krashen's work.
Type:
text; Electronic Thesis
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Classics
Degree Grantor:
University of Arizona
Advisor:
White, Cynthia

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleTeaching Latin as a Living Language: Reviving Ancient, Medieval, and Renaissance Pedagogy for the Modern Classroomen_US
dc.creatorOakes, Daylin L.en
dc.contributor.authorOakes, Daylin L.en
dc.date.issued2017-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThis thesis considers the history of Latin pedagogy through the lens of the Comprehensible Input Theory of second language acquisition (SLA) developed by Stephen Krashen in the 1980s. It rejects Grammar-Translation pedagogy in favor of Living Latin pedagogy, which prioritizes language acquisition over language learning. Evidence of successful Comprehensible Input pedagogy found in many examples of Latin instruction from history shows the potential to adapt for the modern classroom those historical methods which were oriented towards the acquisition of the Latin language, and these have subsequently been shown to be supported by Krashen's work.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameM.A.en
thesis.degree.levelmastersen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineClassicsen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorWhite, Cynthiaen
dc.contributor.committeememberWhite, Cynthiaen
dc.contributor.committeememberChristenson, David M.en
dc.contributor.committeememberCombs, Mary C.en
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