List of Figures
Editors and Contributors
Acknowledgements
Introduction (Mair E. Lloyd, The Open University/University of Cambridge, UK and Steven Hunt, University of Cambridge, UK)
Part 1 Introducing Communicative Approaches in School Settings
1 Active Latin in the Classroom: Past, Present and Future (Laura Manning, University of Kentucky, USA)
2 Active Latin Promotes Open-Mindedness in Language Learning (David Urbanski, Brookfield Academy, Wisconsin, USA)
3 Live Latin: Global Experiments in Shakespeareâs Classroom (Judith Affleck, Harrow School and King Edward VI, Stratford-upon-Avon, UK)
4 Communication in All Modes as Efficient Preparation for Reading a Text (Justin Slocum Bailey, Indwelling Language, USA)
5 From Reading to World-Building: Collaborative Content Creation and Classical Language Learning (Justin M. Schwamm, Jr., Three Column Learning Corporation, USA and Nancy A. Vander Veer, Three Column Learning Corporation, USA)
6 Active Latin Teaching for the Inclusive Classroom (Steven Hunt, University of Cambridge, UK)
Part 2 Introducing Communicative Approaches in University Settings
7 Exploring Communicative Approaches for Beginners (Mair E. Lloyd, The Open University/University of Cambridge, UK)
8 Communicative Latin for All in a UK University (Clive Letchford, University of Warwick, UK)
9 Active Latin in the Tropics: An Experience with Neo-Latin in Brazil (Leni Ribeiro Leite, Federal University of Esprito Santo, Brazil)
10 The use of Ludi Domestici in Communicative Latin (Daniel Gallagher, Cornell University, USA)
11 Teaching Latin Communicatively to Postgraduate Students (Cressida Ryan, University of Oxford, UK)
Part 3 Total Immersion in Formal and Informal Settings
12 Global Latin, Active Latin â" Kentucky and Beyond (Milena Minkova, University of Kentucky, USA and Terence Tunberg, University of Kentucky, USA)
13 A Conventiculum for Speakers of Ancient Greek: The Lexington Synodos Hellenike (R. Stephen Hill, University of Virginia, USA)
14 Teaching Ancient Greek by the Polis Method (Christophe Rico, Polis â" the Jerusalem Institute for Languages and Humanities, Israel and Michael Kopf, Polis â" the Jerusalem Institute for Languages and Humanities, Israel)
15 Goals and Methods in Teaching Biblical Languages and Exegesis: A View from the Seminary (Daniel R. Streett, Houston Baptist University, USA)
16 Latin Teaching in Poland â" A New Renaissance with Communicative Approaches? (Sebastian Domagala, University of Warsaw, Poland, Marcin Loch, Adam Mickiewicz University, Poland and Katarzyna Ochman, University of Wroclaw, Poland)
17 Student-led Initiatives at Oxford and Cambridge (Iv¡n Parga Ornelas, University of Warwick, UK and Josey Parker, University of Cambridge, UK)
Part 4 Varied Approaches in Unusual Settings
18. New Approaches to Ancient Languages: The Paideia Instituteâs Pedagogy (Marco Romani Mistretta, Paideia Institute, Italy and Jason Pedicone, Paideia Institute, USA)
19 The Latinitium Project (Daniel Pettersson, Stockholm University, Sweden and Amelie Rosengren, Latinitium.com, Sweden)
20 Primary Language Acquisition of Latin in Bilingual Children: a case study (Mallory Ann Hayes, Chesterfield Montessori School, Missouri, USA and Patrick M. Owens, Hillsdale College, Michigan, USA)
References
Abbreviations
Index
