Journal of Classics Teaching最新文献

The scene is Florence, Italy in 1493. The scholar and teacher Guarino of Favera is holding a series of classes for beginners in the Greek language. Few people know Greek since materials for learning it are few. We have an account of his method by Girolamo Amaseo, one of his pupils. Amaseo is one of 16 students whose ages range from youths to a 50-year old poet, and Guarino is teaching them some Iliad, Odyssey and Aristophanes each day.

Primo sententiam lectionis paucis et dilucide eleganterque colligit; post interpretationem primam, verborum et nominum inflexionem, si duriuscula est, reperit; etimologiam non tacet et figuras reliquas. Secundo eam ipsam lectionem percurrit et, ne quae prius dixerat obliviscamur confirmat, examinatque nos omnes et, post ipsam statim lectionem, aliquis e numero nostro eam exponit. Cogimur declinare, nec displicet: omnia enim studia suam habet infanciam.

First, he elegantly and lucidly expresses the meaning of the text in a few words. After the first translation, if the case of the verbs and nouns is a little difficult, he clarifies it. He does not neglect etymology or the other figures of speech. Second, he goes on through the same text and, so that we do not forget what he has just said, he reinforces it, examines us all and immediately after the reading of the text, one of us expounds it. We are required to decline the nouns, and this is not a chore: every study has its infancy. (Botley, 2010)

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.

Not many of us ever get to see an actual papyrus roll, codex, or manuscript of a Greek or Latin literary text, though increasingly we are able to see digital copies of them online. The differences of format between any of the above and the texts we are accustomed to seeing are striking. This article is concerned with the effect that the format of a text had on the reception, written or aural, of word order as a literary device in the ancient world. We pay great attention to word order, but our reception of it is based on the format of the modern text, not on the format of the text as it was experienced in the ancient world.