CLAS-401-02 Individualized Study for Teaching Latin Methodology (formerly MCTE-375-01 Foreign Language Curriculum & Instruction w/ Lab)

Monmouth College:  Spring 2017

.25 credits

M 3:00-3:50 am, WH 114

Instructor:  Magistra Wine, office WH 19 (TH 11:45-12:15, 3-3:15 WF)



Course Description: 

This course surveys methods of teaching Latin, looking at past and present practices, trends, changes, pedagogical issues, differences in approaches, language issues, resources, issues specific to teaching Latin language, textbooks, resources, professional needs, program needs, and curriculum standards.



R. A. LaFleur, ed.  Latin for the 21st Century: From Concept to Classroom.  Glenview, Illinois: Scott Foresman-Addison Wesley, 1998. ISBN 0-673-57608-6.  


Or another of your choice:


Paul Distler, Teach the Latin, I Pray You. ISBN 978-1-89885-540-8.

Distler's classic book offers concrete advice on the best way to teach Latin morphology, grammar, vocabulary, and reading comprehension, as well as how to fashion effective reviews. Distler provides excellent techniques and lists resources, and discusses educational theory. (advertised in Bolchazy-Carducci)




John Gruber-Miller, When Dead Tongues Speak. Oxford University Press, 2006. ISBN 9780195174946.

Evaluation: The grades on weekly presentations, discussion, and related assignments will be averaged with the grade on the final project.


Grading scale:  A (100-91), B (90-80), C (79-68), D (67-57).


Schedule:  The following schedule shows both topics and pace which is necessary to cover the material.  The class may make adjustments as necessary, in order to accommodate class needs and preferences.


Week 1, Jan. 16

Topic: goals, hopes, problems, theories/philosophies, styles, realities, ideals, concerns, experience, trends, keeping up, using spoken Latin, use of games; class observation; notebook/journal; Bolchazy-Carducci, ICC list-serve, Facebook  “Teaching Latin for Acquisition” community;  Anna Reiff, one of our alumnae, who teaches at Stagg High School, would like to speak to the class about Comprehensible Input; TLC from CAMWS, teaching demonstrations, review of material

Week 2, Jan. 23

Topic: technology (smartboard)

Chapter 1: history

Chapter 2: changes in approach


Week 3, Jan. 30

Topic: Latin and foreign languages

Chapter 3: linguistic perspective

Chapter 4: trends, language education


Week 4, Feb. 6

Topic: state standards and curriculum, NCLB

Chapter 5: national standards

Chapter 6: elementary school


Week 5, Feb. 13

Topic: new teachers, FL issues, ICTFL

Chapter 7: middle grades

Chapter 8: high school: grammar-translation


Week 6, Feb. 20

Topic: textbook comparison

Chapter 9: high school: reading approach

Chapter 10: AP


Week 7, Feb. 27

Topic: high school issues

Chapter 11: high school: enrichment

Chapter 12: school-college articulation


Week 8, Mar. 6—spring break


Week 9, Mar. 13

Topic: saving/maintaining/starting the program

Chapter 13: college: grammar-translation

Chapter 14: college: reading approach

Week 9, Mar. 20

Topic: professional organizations (ICC, ACL, ICTFL, CAMWS, John Gruber-Miller’s newsletter, TCL)

Chapter 15: undergraduate Classics as U. of Georgia

Chapter 16: Classics major seminar


Week 10, Mar. 27

Topic: promotion, PR

Chapter 17: graduate education

Chapter 18: Latin TAs


Week 11, Apr. 3

Topic: elementary age

Chapter 19: graduate Latin teacher prep programs

Chapter 20: Latin and Spanish


Week 12, Apr. 10

Topic: virtual classroom

Chapter 21: Learning disabilities

Chapter 22: Electronic classroom (distance learning)


Week 13, Apr. 17—no classes


Week 14, Apr. 24

Topic: resources

Chapter 23: Computamus

Chapter 24: Resources


Week 15, May 1

Topic: activities; regional variations, different school settings

Teach the Latin, I Pray You

taking tours


Week 16, May 5: finals

final reports


Caveat: This syllabus is subject to revision by the instructor, provided that written or verbal notice is given in class.


Course Engagement Expectations

This course is scheduled to meet 1 day per week for 50 minutes for the semester. You should expect to spend on course reading, homework, and assignments approximately three hours outside of class for every hour in class. Assigned activities may take each student a different amount of time to finish, but the weekly average for all students in the course should be 3 hours. Further estimates include:

In-class activities 1 hour

Reading and studying of text 1 hour

Assignments 1 hour

Review of course materials and class prep 1 hour

Average per week 5 hours  








Academic Honesty: Students in this course are encouraged to do their homework together (identical work which is submitted should be acknowledged). All other classwork, especially quizzes and exams, must be the student's own work. Plagiarism, i.e., copying someone else's work without giving credit, is to be avoided. Such copying--from a book, another classmate's paper, or any other source--is dishonest.


At Monmouth College we view academic dishonesty as a threat to the integrity and intellectual mission of our institution. Any breach of the academic honesty policy – either intentionally or unintentionally - will be taken seriously and may result not only in failure in the course, but in suspension or expulsion from the college. It is each student’s responsibility to read, understand and comply with the general academic honesty policy at Monmouth College, as defined in the Scots Guide ( and to the specific guidelines for each course, as elaborated on the professor’s syllabus. The following areas are examples of violations of the academic honesty policy: 1. Cheating on tests, labs, etc; 2. Plagiarism, i.e., using the words, ideas, writing, or work of another without giving appropriate credit; 3. Improper collaboration between students, i.e., not doing one’s own work on outside assignments unspecified as group projects by the instructor; 4. Submitting work previously submitted in another course, without previous authorization by the instructor. (This list is not intended to be exhaustive.)


The Monmouth College Writing Center offers unlimited, free peer tutoring sessions for students at MC.  Peer writing tutors work with writers from any major, of any writing ability, on any type of writing assignment, and at any stage of their writing processes, from planning to drafting to revising to editing.  Peer speech tutors are also available on a limited basis to assist student speakers at any point in the process of designing a speech – from outlining to delivery.  We are located on the 3rd floor of Mellinger  and we are open Sunday-Thursday 7-10pm and Monday-Thursday 3-5pm on a first-come, first-served basis.  No appointment necessary!  Learn more about the Writing Center at our website:


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