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, several materials, etc.
- Simulation of teaching-learning situations, similar to the teaching practicein the internship and critical reflection on the work developed.

Learning Outcomes

It 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 Latin 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 and culture;
- be familiar with several assessment instruments;
- develop a critical attitude.

Work Placement(s)

No

Syllabus

1. Didactic of Latin: the integration of knowledge in a discipline of specific Didactics
2. Latin syllabus in High School.
3. The teaching-learning of Latin in High School
3.1. Planning of teaching practice
3.2 Creation and exploitation of resources and materials
3.2.1. The presence of Latin in our daily lives
3.2.2. Approach to grammatical, lexical, cultural and civilization contents
3.2.3. Latin text books: critical approaches
3.2.4. Reading and translation techniques of the Latin text
3.2.5. Open educational resources and TIC in the Latin teaching-learning process
3.2.6. Other available resources for Latin teaching-learning
3.3. Assessment of the teacher practice.

Assessment Methods

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

Bibliography

Para além de bibliografia específica sugerida a propósito de cada conteúdo, de volumes de atas resultantes de colóquios/ congressos sobre o ensino das línguas clássicas e de de publicações periódicas como a Ágora (U.Aveiro),o BEC (U.Coimbra), a Clássica (U.Lisboa), a Thamyris (U. Málaga) e a Latina Didaxis (U. Génova):
- Augé, D. (2014), Refonder l’enseignement des langues anciennes: le défi de la lecture. Grenoble.
- Bakhouche, B. et Duthoit, E. (2013), “Méthodes d’apprentissage du latin à l’Université: entre tradition et innovation”, Revue internacional de pédagogie de l’enseignement supérieur 29. 1. Disponível em http://ripes.revues.org/702
- Cravo, C. e Marques, S., eds. (2017), O ensino das Línguas Clássicas: Reflexões e experiências didáticas. Coimbra.
- Lister, B. (2007), Changing Classics in Schools. Cambridge.
- Zabalza, M. (2003, 7ª ed.), Planificação e desenvolvimento curricular na escola. Porto.