Guiding Students Towards Autonomous Latin Learning through Project-Based Pedagogy

Abstract

This article aims to present an experiment conducted in a Latin class. The experiment relates to project-based learning, which seeks to make students autonomous in their learning of Latin and to restore interest in the discipline. The project consists of developing a mediation system involving ephemeral inscriptions in Latin tagged in the schoolyard. This article provides a description of a typical sequence for each phase of the year, and the students have missions that they have to conduct independently, either individually or in groups. While this project-based pedagogy involves rethinking the teacher's place in the classroom, it undoubtedly allows students to gain autonomy. The project stimulates the enthusiasm of the students, making it a useful tool for promoting the discipline.