Abstract The Council of Chalcedon was a multilingual event, but its multilingual situation was unbalanced. Most attendees spoke Greek, which was de facto the official language of the council. The Roman delegates spoke in Latin, presumably for symbolic reasons, and their statements were translated simultaneously into Greek. The difference of language was no apparent obstacle to communication; this can be seen best in the third session, which was efficiently chaired by the chief of the Roman delegation. Although the translations recorded in the Acts are generally reliable, there are some differences between the Latin and Greek versions reflecting political differences between the Sees of Rome and Constantinople. Languages other than Greek and Latin were spoken, as for example Syriac, but their role was marginal. The original minutes of the Council of Chalcedon reflected the “unbalanced” multilingualism of the assembly; they were mostly in Greek but preserved some parts in Latin. With time, and with Latin fading in the East, they lost the parts in Latin and became unilingual; at the same time, the Greek Acts were translated into Latin for a Latin-speaking western audience.
{"title":"Greek, Latin, and more: Multilingualism at the ecumenical Council of Chalcedon","authors":"Tommaso Mari","doi":"10.1515/joll-2020-2003","DOIUrl":"https://doi.org/10.1515/joll-2020-2003","url":null,"abstract":"Abstract The Council of Chalcedon was a multilingual event, but its multilingual situation was unbalanced. Most attendees spoke Greek, which was de facto the official language of the council. The Roman delegates spoke in Latin, presumably for symbolic reasons, and their statements were translated simultaneously into Greek. The difference of language was no apparent obstacle to communication; this can be seen best in the third session, which was efficiently chaired by the chief of the Roman delegation. Although the translations recorded in the Acts are generally reliable, there are some differences between the Latin and Greek versions reflecting political differences between the Sees of Rome and Constantinople. Languages other than Greek and Latin were spoken, as for example Syriac, but their role was marginal. The original minutes of the Council of Chalcedon reflected the “unbalanced” multilingualism of the assembly; they were mostly in Greek but preserved some parts in Latin. With time, and with Latin fading in the East, they lost the parts in Latin and became unilingual; at the same time, the Greek Acts were translated into Latin for a Latin-speaking western audience.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2020-2003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44668719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Korkiakangas, Timo: Subject Case in the Latin of Tuscan Charters of the eighth and ninth Centuries","authors":"Elisa D’Argenio","doi":"10.1515/joll-2019-0008","DOIUrl":"https://doi.org/10.1515/joll-2019-0008","url":null,"abstract":"","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48724090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper aims at renewing the teaching of Latin applying the advances of the contemporary comparative linguistic research to the production and experimentation of materials for the teaching of (classical) languages. In addition, it addresses a particular aspect to which the Italian school is currently more and more sensitive, namely the inclusion of students with dyslexia (Italian law 170/2010). The method encourages students to formulate expectations on the contents of the Latin texts they read, by brainstorming activities, spotting keywords, and proposing collaborative hypotheses to the peer group. Furthermore, it proposes an inductive approach to the morphological analysis of the texts. Finally, it is very important to recognize the positive role of the cross-linguistic comparative approach to the texts, mostly (but not only) based on the reflection on the thematic structure of the verbs which is universal and only varies in its syntactic realization; on the recognition of phrases; on the graphic representation (first guided, then independent) of the syntactic structure of phrases and sentences.
{"title":"Rethinking the teaching of Latin in the inclusive school","authors":"Rossella Iovino","doi":"10.1515/joll-2019-0003","DOIUrl":"https://doi.org/10.1515/joll-2019-0003","url":null,"abstract":"Abstract This paper aims at renewing the teaching of Latin applying the advances of the contemporary comparative linguistic research to the production and experimentation of materials for the teaching of (classical) languages. In addition, it addresses a particular aspect to which the Italian school is currently more and more sensitive, namely the inclusion of students with dyslexia (Italian law 170/2010). The method encourages students to formulate expectations on the contents of the Latin texts they read, by brainstorming activities, spotting keywords, and proposing collaborative hypotheses to the peer group. Furthermore, it proposes an inductive approach to the morphological analysis of the texts. Finally, it is very important to recognize the positive role of the cross-linguistic comparative approach to the texts, mostly (but not only) based on the reflection on the thematic structure of the verbs which is universal and only varies in its syntactic realization; on the recognition of phrases; on the graphic representation (first guided, then independent) of the syntactic structure of phrases and sentences.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.
{"title":"Staying the distance: Transforming Latin pedagogy at the Open University","authors":"Mair E. Lloyd, J. Robson","doi":"10.1515/joll-2019-0004","DOIUrl":"https://doi.org/10.1515/joll-2019-0004","url":null,"abstract":"Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Reading Latin. Easy as it sounds, Latin teachers know it is not. Students are able to analyze words or recognize constructions, yet this knowledge does not enable them to read and let the Latin words form images in their minds. In order to develop a reading method focusing on the visualization of the story following the Latin word order, an applied research project was set up. The research approach was that of educational design research. Based upon knowledge of word order and colometry, a reading method was developed focusing on the way the story is directed by the Roman author.
{"title":"Reading, seeing and understanding Latin","authors":"Kristien Hulstaert","doi":"10.1515/joll-2019-0002","DOIUrl":"https://doi.org/10.1515/joll-2019-0002","url":null,"abstract":"Abstract Reading Latin. Easy as it sounds, Latin teachers know it is not. Students are able to analyze words or recognize constructions, yet this knowledge does not enable them to read and let the Latin words form images in their minds. In order to develop a reading method focusing on the visualization of the story following the Latin word order, an applied research project was set up. The research approach was that of educational design research. Based upon knowledge of word order and colometry, a reading method was developed focusing on the way the story is directed by the Roman author.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49317082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The comic poet Lucilius proposed several orthographic prescriptions in the ninth book of his Satirae, written in the period 115–110 BC. In dealing with this topic, Lucilius severely criticized Accius’ statements on orthography, refusing his proposals of doubling vowels (“geminatio vocalium”) and overgeneralization of for /i:/. Lucilius’ prescriptions, which were borrowed by the philosopher Nigidius Figulus a century later, clearly follow the iconical principles of the pseudo-Stoic συμπάσχειν-theory. In this paper a new interpretation of the orthographic iconicity in Lucilius’ and Nigidius’ doctrine is proposed, with reference to the case morphemes of *-ŏ- and *-ā- stems. As a matter of fact, “thickening” and “thinning” of the letter-forms (addĕre vs tenuāre, pinguis vs tenuis) can be satisfactorily explained only by taking account of andspellings in a cursive script (namely vs ). Finally, the key to explain the technical terms tenuis ‘thin’ vs pinguis ‘thick’ is traced back to an ancient metaphor of the wool-spinning practices.
摘要漫画诗人卢西留在其写于公元前115–110年的《萨蒂雷》第九本书中提出了几个正字法处方。在处理这个话题时，路西柳严厉批评了阿丘斯关于正字法的论述，拒绝了他关于双元音（“geminatio vocalum”）和过度概括 对于/i:/。一个世纪后，哲学家尼吉迪乌斯·菲古路斯借用了卢西留的处方，这些处方显然遵循了伪斯多葛主义συμπάσχεις-理论的象似原理。本文结合词干的格词素，对卢西留和尼吉迪乌斯学说中的正字象似性提出了新的解释。事实上，只有考虑到 和草书的拼写（即 vs ). 最后，解释术语tenuis“薄”与pinguis“厚”的关键可以追溯到一个古老的毛纺实践隐喻。
{"title":"Lucilius and Nigidius Figulus on orthographic iconicity","authors":"Marco Mancini","doi":"10.1515/joll-2019-0005","DOIUrl":"https://doi.org/10.1515/joll-2019-0005","url":null,"abstract":"Abstract The comic poet Lucilius proposed several orthographic prescriptions in the ninth book of his Satirae, written in the period 115–110 BC. In dealing with this topic, Lucilius severely criticized Accius’ statements on orthography, refusing his proposals of doubling vowels (“geminatio vocalium”) and overgeneralization of for /i:/. Lucilius’ prescriptions, which were borrowed by the philosopher Nigidius Figulus a century later, clearly follow the iconical principles of the pseudo-Stoic συμπάσχειν-theory. In this paper a new interpretation of the orthographic iconicity in Lucilius’ and Nigidius’ doctrine is proposed, with reference to the case morphemes of *-ŏ- and *-ā- stems. As a matter of fact, “thickening” and “thinning” of the letter-forms (addĕre vs tenuāre, pinguis vs tenuis) can be satisfactorily explained only by taking account of andspellings in a cursive script (namely vs ). Finally, the key to explain the technical terms tenuis ‘thin’ vs pinguis ‘thick’ is traced back to an ancient metaphor of the wool-spinning practices.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Empirical research on the learning and instruction of Latin is still scarce. In this article, relevant research is surveyed, along with publications that report experiences of classics teachers or provide teaching suggestions. An overview is presented of where to find publications on the learning and instruction of Latin, as well as a brief introduction to several relevant research methods. The article is organized by reference to various research fields relevant to the learning and instruction of Latin. These fields are classics and Latin linguistics, second language acquisition, vocabulary acquisition and dictionary use, reading and text comprehension, translation research and pedagogy, child development and psychology.
{"title":"Latin learning and instruction as a research field","authors":"S. Adema","doi":"10.1515/joll-2019-0001","DOIUrl":"https://doi.org/10.1515/joll-2019-0001","url":null,"abstract":"Abstract Empirical research on the learning and instruction of Latin is still scarce. In this article, relevant research is surveyed, along with publications that report experiences of classics teachers or provide teaching suggestions. An overview is presented of where to find publications on the learning and instruction of Latin, as well as a brief introduction to several relevant research methods. The article is organized by reference to various research fields relevant to the learning and instruction of Latin. These fields are classics and Latin linguistics, second language acquisition, vocabulary acquisition and dictionary use, reading and text comprehension, translation research and pedagogy, child development and psychology.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46644819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1515/joll-2019-frontmatter1-2
{"title":"Frontmatter","authors":"","doi":"10.1515/joll-2019-frontmatter1-2","DOIUrl":"https://doi.org/10.1515/joll-2019-frontmatter1-2","url":null,"abstract":"","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2019-frontmatter1-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44407060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Erratum to: Periphrastic comparison in Latin","authors":"L. Pultrová","doi":"10.1515/joll-2018-9004","DOIUrl":"https://doi.org/10.1515/joll-2018-9004","url":null,"abstract":"","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-9004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49639438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The idea of reading Latin has been addressed by different teaching methods and theoretical approaches, but it has not been until recently that the reading process in Latin has become an object of empirical investigation. While qualitative research methods can examine the strategies consciously used by learners, experimental studies provide insight into the mental processes during reading. In psycholinguistics, the study of sentence processing forms an important strand of research which is also concerned with non-native processing. The present article discusses how psycholinguistic methodology can be used to investigate how Latin sentences are processed by learners.
{"title":"Reading Latin and the need for empirical research: A psycholinguistic approach to reading comprehension in Latin","authors":"Delaram Bextermöller","doi":"10.1515/joll-2018-0013","DOIUrl":"https://doi.org/10.1515/joll-2018-0013","url":null,"abstract":"Abstract The idea of reading Latin has been addressed by different teaching methods and theoretical approaches, but it has not been until recently that the reading process in Latin has become an object of empirical investigation. While qualitative research methods can examine the strategies consciously used by learners, experimental studies provide insight into the mental processes during reading. In psycholinguistics, the study of sentence processing forms an important strand of research which is also concerned with non-native processing. The present article discusses how psycholinguistic methodology can be used to investigate how Latin sentences are processed by learners.","PeriodicalId":29862,"journal":{"name":"Journal of Latin Linguistics","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/joll-2018-0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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