Seven Myths About Latin Teaching

Abstract

This article employs recent research on second language acquisition, linguistics, and psychology to invite Latin teachers to examine their assumptions about how students learn Latin best. Topics addressed include learning styles and learner variables, the place of grammar in understanding Latin, the usefulness of drills, the meaning of communication, reading vs. translating, the importance of culture, and the instructor’s role in the learning process. Each section presents current research on the topic and offers classroom activities.