Latin didactics

Teacher(s)

Béthume Sarah;

Language

French

Prerequisites

Very good command of the Latin language.

Main themes

This unit explores the main aspects of Latin teaching in secondary schools in French Community (Fédération Wallonie-Bruxelles): 

1. The objectives of Latin teaching in every grade; 
   

1. A deep understanding of the official documents in every grade 
   

1. The critical analysis and the elaboration of teaching tools and documents, in conformity with the official recommendations in French community. 
   

1. Didactic practices and the analysis of teaching situations in Latin class, including how to deal with the main learning difficulties and the diversity of profiles 
   

1. Epistemological issues when teaching Latin  
   

Learning outcomes

At the end of this learning unit, the student is able to :

To identify and develop the academic knowledge to be taught and plan the learning process; To select texts and materials based on determined learning objectives; To select, design, and implement specific didactic devices to engage students in school tasks and support their learning during Latin lessons; To design methods and assessment tools that serve student learning; To engage in critical reflection on the subjects, methods, devices, and teaching tools of Latin. This teaching unit contributes to the development and mastery of the competencies and learning outcomes of the following programs from the School of Languages and Letters: (2.6) Be able to mobilize and apply disciplinary knowledge in linguistics to authentic language data (2.7) Be able to mobilize and apply disciplinary knowledge in literary studies to texts from different genres and periods (3.6) Be able to orally present complex disciplinary content clearly, coherently, and with argumentation (5.3) Demonstrate a reflective perspective on one's knowledge, methods, and productions This unit also contributes to the development and mastery of the following competencies and learning outcomes: 1. The competencies of the institutional, social, and cultural actor (1.3.2) Make the school a place where students learn, develop, and grow in a positive climate, rather than a place of selection 3. The competencies of the organizer and facilitator of learning in an evolving dynamic (3.1) Master the disciplinary content, its epistemological foundations, scientific and technological evolution, didactics, and teaching methodology (3.2) Master knowledge related to learning processes, research on various teaching models and theories (3.4) Take into account and develop the linguistic dimensions of learning and teaching, being attentive to the language of schooling or learning and aware of the socially and culturally unequal familiarity with it 4. The competencies of the reflective practitioner (4.3) Gradually construct one's professional identity, notably by using tools for personal professional development such as the portfolio The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.

Content

The course will enable students to develop critical thinking skills with regard to Latin teaching practices in secondary schools, as well as the skills and types of tasks performed in these courses. It is based in particular on observation placements carried out by students as well as their practical placements, while focusing on the theorisation of practices and awareness of the epistemological issues related to the study and teaching of Latin in secondary schools. For this reason, the course has two complementary sections:
- An epistemological section: the epistemological foundations of the various skills to be acquired in Latin classes will be critically examined in relation to the types of tasks performed in class and defined by the reference frameworks and programmes of the various networks. In this way, the course will focus in particular on the cognitive processes involved in translation and the cultural issues involved in having texts translated in secondary school classes. These aspects will also be examined in relation to text commentary, etymology and synthesis, which, within the framework of the curricula, is intended to take a diachronic approach through actualisation. 

Teaching methods

Lectures with theoretical presentations and practical applications, exercise sessions/practical work including presentations and the development of exercises, according to a schedule that will be presented to students (on the Moodle page for the course). Both the lectures and the practical work require commitment from students, who are future teachers.

Evaluation methods

Students will be required to produce several individual or group written assignments during the term (see calendar on Moodle), particularly following their readings.  In addition, students will be required to 1) submit a reflective report on their observation placements and active placements, applying the concepts covered in the lectures or through their readings (20% of the June grade); 2) they will also present a sequence (carried out during an internship and possibly reworked) in the form of a supervision lesson to the rest of the group (20% of the June grade).  
Finally, students will carry out personal research, which they will present to the whole group during the June session. 

Other information

Considering the numerous ethical, scientific, and environmental issues raised by the use of AI, it is highly discouraged for written and/or oral assignments, particularly since the course aims to encourage reflection, developing critical thinking, raising students' awareness of civic issues as recommended by the ‘Décret Mission’, but also as the course is intended to teach how to share this reflective approach to secondary school students.

Online resources

See on Moodle.

Faculty or entity

> EHAC