Didactics of Latin

Recommended Prerequisites

First degree with at least 40 ECTS in Latin

Teaching Methods

- Presentations by the teacher;

- Dialogue teacher-students;

- Reading, analysis and commentary on the syllabus, textbooks, tests, lesson plans, materials, etc;

- Simulation of teaching-learning situations, similar to the teaching practicein the internship.

Learning Outcomes

t is intended that the students:

- Understand the concept of Didactics, in particular when applied to Latin’s teaching-learning process;

 - understand the specificity of Latin teaching-learning;

- realize the long-term survival of Classical Languages in the contemporary world;

- be familiar with Latin syllabus and High School manuals;  

- dominate reading strategies, text analysis, the introduction of grammatical, lexical and cultural/civilizational contents in the context of the classroom;

- understand the relevance of lexical relations in Latin’s teaching-learning;

- understand the different features that can be used in the classroom as a way to support the teaching-learning process.

- understand how to prepare Units and Lessons plans;

- apply the acquired knowledge in planning implementation;

- consolidate the skills in the knowledge of Latin language;

 - be familiar with several assessment instruments.

Work Placement(s)

No

Syllabus

1.  Didactic of Latin: the integration of knowledge in a discipline of specific Didactics.

2.  The presence of Classical Languages in our daily lives.

3.  Syllabus and Latin text books in High School 

4.  Specific issues in Latin teaching-learning process.

    4.1. Reading of the Latin text.

    4.2. Translation techniques.

    4.3. Approach to grammatical, lexical, cultural and civilizational contents.

    4.4. The use of the dictionary.

    4.5. Study of some texts by authors in High School syllabus.

5. Resources available to the teaching and learning of Latin in High School.

6. Planning of teaching practice.

7. Implementation of planning lessons and reflection on the performed action.

8.  Assessment of the teacher practice.

Assessment Methods

Continuous Assessment
Resolution Problems: 20.0%
Research work: 30.0%
Mini Tests: 50.0%

Bibliography

Para além de publicações periódicas como a Ágora (U.Aveiro), a Aufidus (Roma), o BEC (U.Coimbra), a Clássica (U.Lisboa):

- Garrido, S. (Ed.)(2006). Didática e formação de professores: percursos e perspectivas no Brasil e em Portugal. São Paulo.

- Ribeiro Ferreira, J. & Barata, P. (Eds.)(2003)Actas do Congresso “Som e Imagem no Ensino dos Estudos Clássicos”. Coimbra: Instituto de Estudos Clássicos.

- (1993-1995).Actas dos Congresso “As Línguas Clássicas: Investigação e Ensino”. Coimbra.

- (1996). Actas do Congresso “As Línguas Clássicas: Investigação e Ensino”. Aveiro.

- Aziza, C., Dubuisson, M., & Famerie, E.(1986) L’Enseignement des Langues Anciennes aux Grands Débutants. Problèmes, méthodes, finalités. Liège.

- Valcárcel, V. (Ed.)(1995). Didactica del Latín. Actualización científicopedagógica. Madrid.

- Adrados, F. R. (Ed.)(1990). Didáctica de las Humanidades Clássicas. Madrid.

- Jabouille, V. (1992)Subsídios para uma bibliografia da Didáctica das Línguas Clássicas: Lisboa.