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Van grammaticaal naar genietend lezen?
Recente tendensen in de Vlaamse lespraktijk Latijn1
- Amsterdam University Press
- Source: Lampas, Volume 57, Issue 2, Jun 2024, p. 125 - 151
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- 01 Jun 2024
Abstract
Until now, a broad overview of Latin didactics in Flanders as a whole was missing. For the first time, we submitted the Flemish practices of teaching Latin to a large-scale survey, in which over 200 teachers took part. The focal point of our survey was the position of grammar in present-day instruction. In order to quantify this instructional aspect and be able to make detailed comparisons between groups of teachers, we developed a scale measuring ‘grammar-orientedness’. For the sake of thorough interpretation and contextualisation, we supplemented the quantitative data with qualitative data from teacher comments and interviews, and also related the results to the current educational guidelines for classical languages. Our main finding is that on the whole, Flanders has left the grammar-translation method behind and has embraced the so-called reading method prescribed by the educational guidelines, which puts texts centre stage and integrates the teaching of grammar, reading and cultural-historical content. Nonetheless, more grammar-oriented as well as more extremely reading-oriented practices also exist, and there remains plenty of institutional, interindividual and intra-individual variation.