Didactics of Ancient Languages - Reflections on School Programs and Scientific Communication

Teacher(s)

Clesse Grégory;

Language

French

Prerequisites

An in-depth knowledge of Latin and Greek.

Main themes

This course takes into account the principal aspects of the teaching of ancient languages in the secondary school of today:
1. The focuses according to the levels;
2. Reading of authors;
3. Familiarisation with ancient cultures and civilisations;
4. Conception and execution of methods of evaluation adapted the aims in view;
5. Acritical view of the teaching possibilities offered by the multimedia;
6. An analysis of the programs within the framework of the "Missions" decree and within its extension to the different structures of "Final competences and required learning in Latin and Greek".
This course includes a reflection on the characteristics of a high-quality communication, and in particular its adaptation to the public to which it is destined (a critical analysis of the text-books designed for the teaching of ancient languages at the secondary level).

Learning outcomes

At the end of this learning unit, the student is able to :
1	Au terme de cet enseignement, l'étudiant sera capable de concevoir, organiser et évaluer des activités d'enseignement et des situations d'apprentissage pour les cours de latin et de grec aux différents degrés du secondaire. Il sera à même de réaliser une préparation scientifique et méthodologique de leçons pratiques. L'étudiant saura également percevoir le statut, les composantes et les enjeux des programmes à l'occasion de leur lecture critique. Il saura construire des séquences d'enseignement originales, adaptées au divers degrés du secondaire (développement des compétences terminales). Il aura aussi acquis une maîtrise suffisante des outils multimédias consacrés à l'enseignement des langues anciennes. Les étudiants CLAS suivent entièrement ce cours, ceux du programme LAFR n'en suivent que 37,5 heures (partie latine).

Content

The course aims to provide the student with the main keys which are needed for teaching ancient languages. Thus, the following topics will be particularly developed:
- a critical and contextualized reading of the official documents supporting the teaching of ancient languages in the "Fédération Wallonie-Bruxelles" (official references and programs) 
- contextualization of the main learning theories (socio-constructivism, explicit teaching, ...) and theoretical backgrounds (Bloom's taxonomy, etc.), with their concrete applications to the teaching of Latin and Greek. 
- analysis of the learning methods used in order to ensure the diversity of practices in the teaching of ancient languages. 
- description and analysis of the teacher's professional gestures (classroom management, speech, feedback, etc.)
- analysis of tools and issues related to evaluation and assessment frameworks
- presentation and critical analysis of some handbooks frequently used in the "Fédération Wallonie-Bruxelles"
- identification of cognitive issues applied to the learning of ancient languages: motivation, memory, executive functions, role of emotions, learning rhythms, specific profiles and learning disorders, etc.
Other themes may be addressed depending on the current issues specific to the teaching of ancient languages. 

Teaching methods

The course alternates lectures and practical lessons that strongly encourage active participation and exchanges with the students. Thus, in addition to theoretical explanations, numerous situational exercises will be worked on (micro-teaching). In addition, participation in events and projects oriented towards didactic communication and contact with schools may be considered.

Evaluation methods

Written dossier with oral examination based on this written file. This will consist of several parts, evaluated as follows:
- 35%: construction of a didactic sequence around one or several previously defined grammatical aspects, based on a critical analysis of handbooks, an anticipation of potential difficulties specific to this grammatical theme, a proposal of an original didactic sequence, a reflective analysis of this sequence.  
- 35 % : writing a portfolio of texts around one or several previously defined thematic contents, including a description of the possible didactic exploitations and a proposal of an original didactic sequence based on the resources approached in the course (digital tools, particular teaching method, etc.). 
- 30%: critical reflection on a current issue related to the teaching of ancient languages, with contextualization and consideration of didactic strategies to address it.

Other information

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Online resources

Moodle

Bibliography

Bibliography will be given during the class. 

Faculty or entity

EHAC