Literacy via Latin: A Case Study

Ashmore, Rhea A.; Madden, John D. W.

doi:10.1080/10790195.1990.10849960

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Furthermore, research suggests that several linguistic and didactic characteristics of the CLs and the traditional grammar-oriented way of teaching them can contribute to the creation of an inclusive learning environment (Ancona, 1982;Ashmore and Madden, 1990;Block et al, 1995;Hill, 2006;Hill et al, 1995): the linguistic make-up of Latin and Greek, together with the focus on written words and the explicit presentation of grammar, make them attractive to weaker language learners and accommodate for the difficulties they typically encounter when learning foreign languages. 11 The attentive reader will notice that these findings are diametrically opposed to the claims regarding the grammar-translation method mentioned in the section on the egalitarian argument itself.…”

Section: Rebuttal Of the Egalitarian Argumentmentioning

confidence: 99%

Revered and reviled. An outline of the public debate regarding classical language education

Vereeck,

Bracke,

De Herdt

et al. 2024

J. of Class. Teach.

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The value of classical language education is subject to a fierce dispute, waged continuously and internationally. While some dismiss Classics as useless or elitist, others herald its extraordinary formative value and the many benefits that await pupils. This article aims to give a novel overview of the public debate regarding classical language education, which is defined as follows: the controversy about the instruction of Latin and/or Ancient Greek at the secondary educational level, as it emerges from Western traditional media in the twentieth and twenty-first centuries. The reader is provided with historical insight into this debate that many classicists find themselves in the middle of, as well as with a logical and coherent framework of the various arguments pro and contra. The arguments are embedded in the history of classical language education, classified into categories, analysed and discussed at length. The classification of arguments hinges on the two main lines of criticism towards the study of classical languages, which are inspired by egalitarianism and utilitarianism respectively. As a backdrop to the analysis, we rely on the sociolinguistic theory of language ideology. The general conclusions of this paper are that the value of classical language education is indeed a highly ideologically charged matter, and that the surrounding public debate has known a remarkably high level of continuity.

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Section: Rebuttal Of the Egalitarian Argumentmentioning

confidence: 99%

Revered and reviled. An outline of the public debate regarding classical language education

Vereeck,

Bracke,

De Herdt

et al. 2024

J. of Class. Teach.

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show abstract

“…This was divided into three parts. Firstly, I outlined the linguistic benefit for English speakers, noting the increasingly recognised correlation between Latin tuition and improved English literacy (Holmes-Henderson & Tempest, 2018;Bracke, 2016;Ashmore & Madden, 1990). Secondly, I highlighted the potential gains in cultural capital that can be acquired through studying classical subjects (Pelling & Morgan, 2010;Reedy, 1988).…”

Section: Latin In the Primary Curriculummentioning

confidence: 99%

Caledonia resurgens: reflections on the campaign to revive Classics in Scotland

Imrie¹

2019

J. of Class. Teach.

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Literacy via Latin: A Case Study

Cited by 2 publications

References 2 publications

Revered and reviled. An outline of the public debate regarding classical language education

Revered and reviled. An outline of the public debate regarding classical language education

Caledonia resurgens: reflections on the campaign to revive Classics in Scotland

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