Latin didactics

Teacher(s)

Clesse Grégory;

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. In particular, it is based on observations carried out by students as well as their practices, while focusing on the theorisation of practices and awareness of the epistemological issues related to Latin teaching in secondary schools. For this reason, the course has two complementary sections:
- An epistemological section: the epistemological background 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 during the translation of ancient texts 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). Students will also be invited to join a series of workshops, roundtables and lectures given by external guests, which will be organized during the year.
Both the lectures and the practices require a regular and strong commitment from students, who will be teachers in the future.

Evaluation methods

Evaluation will be based on a written document, with oral defense. This will contains the construction and the pedagogical justification of an original didactic section, which will be conform to the official documents and programmes in the "Fédération Wallonie-Bruxelles" for the courses of ancient languages of the lower and upper degree in secundary schools. The pedagogical options will be defended, critically justified and based on scientific litterature and the current issues of Latin and Greek teaching. 
In every production and activities, students must respect the guidelines for a responsible use of AI such as defined by the programme (Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative). In particular, each use of AI has to be limited at a moderate level (level 2) of the grid of uses of generative AI (Grille des usages de l’intelligence artificielle générative) which is a complement to the guidelines, and will be declared in a proper way. If these rules are not respected, the jury will decide following the prescriptions of section 6 of the Guidelines.
More generally, students must respect the "Règlement général des évaluations des études et des examens" (RGEE) of UCLouvain, in particuliar for what concerns irregularities and plagiarism (art. 107 of RGEE).

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