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Methods of Teaching Latin: Theory, Practice, Application Morgan A Washington University in St. Louis Washington University Open Scholarship Arts & Sciences Electronic Theses and Dissertations Arts & Sciences Spring 5-17-2019 Methods of Teaching Latin: Theory, Practice, Application Morgan A. Nicoulin Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/art_sci_etds Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Anthropological Linguistics and Sociolinguistics Commons, Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Classical Literature and Philology Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, First and Second Language Acquisition Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Psycholinguistics and Neurolinguistics Commons, and the Semantics and Pragmatics Commons Recommended Citation Nicoulin, Morgan A., "Methods of Teaching Latin: Theory, Practice, Application" (2019). Arts & Sciences Electronic Theses and Dissertations. 1748. https://openscholarship.wustl.edu/art_sci_etds/1748 This Thesis is brought to you for free and open access by the Arts & Sciences at Washington University Open Scholarship. It has been accepted for inclusion in Arts & Sciences Electronic Theses and Dissertations by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Classics Methods of Teaching Latin: Theory, Practice, Application by Morgan A. Nicoulin A thesis presented to The Graduate School of Washington University in partial fulfillment of the requirements for the degree of Master of Arts May 2019 St. Louis, Missouri © 2019, Morgan A. Nicoulin Table of Contents List of Figures iv Acknowledgments v Introduction 1 1. The Tradition of Language Pedagogy: Latin’s Role 5 1.1 Origins of Language Teaching in the West 5 1.2 Latin Among the Romance Languages 9 1.3 The Revivification of Classics and Latin Pedagogy 13 1.4 The Fight for Classics in a Changing World 18 1.5 Conclusion 24 2. Theories of Language Acquisition and Pedagogy 26 2.1 The Development of Modern Language Acquisition Study 26 2.2 Key Questions in Second Language Acquisition Theory 29 2.2.1 How Does Biology Affect Language Learning? 30 2.2.2 What Is the Role of the L1 in Acquiring a Foreign Language? 34 2.2.3 What Psychological Factors Affect Language Learning? 39 2.2.4 How is Language Acquired? 52 2.2.5 The Role of Grammar 60 2.3 SLA in the Classroom 62 2.4 Implicit and Explicit Learning in the Latin Classroom 64 2.4.1 Input and the Goals of Latin Instruction 65 2.4.2 “Reading”? 67 2.4.3 A Happy Middle 74 2.5 Conclusion 79 3. Latin Pedagogical Philosophies and Practices 82 3.1 The Benefits of Language Learning 83 3.2 The Particular Challenge of Latin: Goal? 84 3.3 Pedagogical Practices 90 !ii 3.3.1 Grammar and Translation Method 90 3.3.2 Reading Method 92 3.3.3 Comprehensible Input Method 94 3.3.4 Tradition and Innovation 96 3.4 The Modern Latin Classroom 97 3.4.1 The Grammar and Translation Method 100 3.4.2 Reading Method 109 3.4.3 Comprehensible Input 117 3.5 The Modern Proposal: A Combined Approach 129 4. Factors Influencing Instruction 134 4.1 Curricular Environment 135 4.1.1 The Elective 135 4.1.2 The Religious Curriculum 149 4.1.3 The Classical Curriculum 151 4.2 Textbooks 155 4.2.1 Textbooks Aiding Instruction 156 4.2.2 Textbooks Hindering Instruction? 158 4.3 Conclusion 164 Conclusion 165 Bibliography 167 Appendices 175 A. Latin Instructor Survey 175 B. IRB Approval 240 C. IB Classical Language Subject Brief 241 D. IB Language B Subject Brief 243 F. AP Spanish Course Overview 247 !iii List of Figures Figure 2.1: The Word Association Model 57 Figure 2.2: The Concept Mediation Model 57 Figure 2.3: The Revised Hierarchical Model 58 !iv Acknowledgments First and foremost, I would like to express my immense gratitude to Dr. Thomas Keeline, who graciously agreed to advise this thesis. Tom, thank you for encouraging me to pursue my ambitions and for your guidance and patience through endless drafts and incessant emails. Your enthusiasm kept me motivated, and your unwavering support gave me the courage to delve deeply into the unfamiliar. Most of all, thank you for helping me live the dream. I would like to thank my committee members, Dr. Catherine Keane, and Dr. Philip Purchase, for their time, stimulating conversation, and thought-provoking questions. Furthermore, I am grateful to Dr. Zoe Stamatopoulou and Dr. Rebecca Sears for their open doors and kind smiles as I finished graduate school and planned for the future. I would also like to acknowledge the profound support of Dr. John Svarlien, Dr. Frank Russell, and Dr. David Kaufman, who have helped me grow as a scholar and as an individual over the years. Thank you all for accepting nothing less than my best and going above and beyond to help me succeed. Finally, to my friends and colleagues, thank you for spending countless hours listening to me ramble on about everything from Dante’s Latin to cognitive processing strategies and sociopragmatic competence. I am so grateful to have friends who will both encourage me to do my best work and remind me to relax and enjoy life. Thank you all for believing in me. Morgan Nicoulin Washington University in Saint Louis May 2019 !v Dedicated to my mother, who taught me that today’s best is always enough. Thank you for helping me believe in myself. !vi Introduction Preparing to embark on a career as a Latin teacher, I have spent countless hours attempting to define my pedagogical philosophy and the goals I hope to achieve in my classroom. As I reflected on my own experiences as a student, I realized that my introduction to Latin was so successful due to the creative approach of my teacher that engaged even the most apathetic students while employing a rather traditional methodology. Often, when we speak of Latin classes with older generations, they picture a strict and dry environment, governed by an authoritarian figure reciting paradigms to an entirely uninterested group of students. However, this practice of rote memorization and unimaginative instruction is scarcely found today. Instead, most modern Latin classrooms are vibrant with unique atmospheres and passionate educators, who are constantly seeking ways to improve their methods. As part of their search for innovative and effective practices, Latin teachers have expanded their gaze beyond the traditional parameters of the Latin classroom, looking to the models presented by other language courses for inspiration and to the halls of academia for a better understanding of how students learn. Educators have continually looked for ways to develop and share their teaching philosophies, hoping to aid others in enhancing their own teaching practices. This project not only seeks to contribute to the pedagogical discussion on this matter but also to present some of the factors that influence how students learn Latin. In the following chapters, I intend to demonstrate that a curriculum is able to balance both traditional !1 and innovative philosophies by adapting Second Language Acquisition Theory’s idealized way to learn a language to fit the realistic limitations of the classroom. In the first chapter, I investigate the development of Latin learning from antiquity to the Early Modern Period. Although Latin was the official language of the Western Empire, dialects transformed into daughter languages as the colloquial speech of each region developed in different ways while interacting with new peoples. It became necessary to teach young people the formal language used in philosophy, law, business, and Classical texts. As grammarians and scholars considered the best ways to teach language, they asked questions and proposed theories about how we understand and learn to use such a complicated system of information. The investigation into language learning and experimentation with language teaching laid the foundations for a field entirely devoted to such inquiry. I also describe the debate over Latin’s place in the curriculum during and after the 19th century. This chapter highlights the continuing importance of Latin over time in order to demonstrate that, although a dead language, it is anything but lifeless and will continue to thrive as long as we continue to show our students why it matters. The modern field of Second Language Acquisition Theory (SLA), with its roots in these antique investigations, focuses on how we learn languages both as students and as individuals. Although the discipline is primarily concerned with communicative proficiency in modern languages, in the second chapter, I discuss the key questions addressed by Second Language Acquisition Theory and how the resulting hypotheses can be applied to our unique position teaching ancient languages. After discussing the biological, cognitive, psychological implications !2 of language learning, the remainder of this chapter is devoted to their application. In this section, I discuss how SLA theories pertain to pedagogy and influence the three modern models for teaching Latin: the Grammar and Translation Method, the Reading Method, and the Comprehensible Input Method. While chapter two considers the theory of language learning, chapters three and four will focus on the practicalities of Latin teaching. In order to gain a more thorough understanding of the varying experiences of Latin teachers and the challenges they face, I circulated a survey regarding teaching practices and philosophies through popular social media groups for Latin educators. The results of this survey largely inform the contents of chapter three, which explores the goals determining pedagogical choices and how each of the three standard models are actually practiced in our classrooms.
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