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lvlt2024 (Latin vulgaire – latin tardif)


Current Challenges in Teaching LVLT


Caterina Guardamagna (University of Liverpool): C.Guardamagna(at)liverpool.ac.uk

Laura Zambianchi (University of Central Lancashire): ldzambianchi1(at)uclan.ac.uk

Francesca Cotugno (University of Verona): francesca.cotugno(at)univr.it

Please send abstract to: lvlt2024(at)thesaurus.badw.de

Aims and Objectives

The purpose of this panel is to bring together researchers and practitioners to discuss the state of the art and the challenges faced in the teaching of Late Latin/Vulgar Latin/Christian Latin/Early Medieval Latin as an L2, taking into consideration diachronic, diastratic and diatopic factors. This will encompass:

Strand A) Historical perspectives, from the Late Antiquity onwards;

Strand B) Contemporary contexts, in a variety of social settings, such as: formal and informal education, different countries, varying ages and social groups.

The objective is to showcase original research and innovative practice to support and promote:

Strand A) A deeper knowledge of how Latin was taught in the Late Antiquities and Early Middle Ages;

Strand B) A better understanding of the pedagogical practices used to convey Late/Early Medieval Latin (Language and Literature) today and how these can be improved.

We invite submissions of abstracts for papers relating to the following sub-themes:

  • Syllabus design (language and literature);
  • Teaching materials: evaluation and design, including schemes of work and lesson planning;
  • Approaches (grammar-translation, structural, communicative, total physical response, task based, gaming etc.);
  • Adaptations and teaching by level (from absolute beginner to advanced level);
  • Language levels (contemporary): phonetics/prosody/rhythm, grammar, vocabulary; or historical near-equivalents;
  • Metalanguage in grammar translation;
  • The text: prose, poetry and drama; genres;
  • Socio-cultural context and content;
  • Digital technologies;
  • Language learners and learner identity;
  • Motivation for (language) learning and engagement;
  • Inclusion, diversity and widening participation;
  • Threats to survival and opportunities for expansion;
  • Teacher training;
  • The dialogue” between historical resources and contemporary teaching practices (e.g. adaptation of materials).

Other topics will be considered on an ad-hoc basis provided they fit with the broad aims of the panel. All contributions will display close integration of teaching/learning theory and pedagogical practice.