REASSESSING LATIN PEDAGOGY: A PROPOSED MODEL FOR SOUTH AFRICAN LEARNERS

Abstract

At present two models of instruction predominate the scene of mainstream 21st century Latin pedagogy. The first, commonly known as the ‘philological model’ or ‘grammar-and-translation’ method, has been prevalent since the early days of classical scholarship and still forms the basis of methodology at most South African universities. During the past two decades the second, the so-called ‘living language’ method, has become popular in schools and universities across the United States. Both methodologies are examined and evaluated in this article. Based on this short overview of Latin pedagogy, a model is then proposed to accommodate generation Y students of Latin at South African universities utilising both the ‘living language’ method and the ‘flipped class-room’ approach. Since the student profile of the North West University has changed dramatically over the past few years to include an ever increasing number of distance students, the challenge has been to accommodate the needs of these students without sacrificing the preferred approach or method. Excerpts taken from a learning management system,1 developed for the Oxford Latin Course and aimed at distance students, will finally illustrate how the learning of these students is facilitated. The LMS in question is also aimed at secondary school learners who are keen to follow an online Latin course.