Encountering Latin as a Human Language: The Linear Approach for Reading

“Studies suggest that word processing . . . strategies cultivated in a first language . . . [have] a major impact on the cognitive processes that are used in reading a second written language” (Akamatsu, 2006). As a result, when students enter a classical language classroom, their existing expectations about language often lead them to treat Latin like a disordered version of English, and they are likely to conclude that the goal of the course is to transform Latin into English by whatever means necessary. However, literary theorist Stanley Fish argues that because the reading experience (in general) is temporal, analysis of meaning should occur with sensitivity to “the developing responses of the reader in relation to the words as they succeed one another in time” (1980, pp. 26-27), that is to say, with respect for the order of each sentence. With this awareness of how reading and understanding work across languages, we argue that it is necessary to read classical texts as their authors composed them and as their audience encountered them, in a linear fashion, building meaning during the process of moving through sentences from left to right.

Much has been written over many years on how to enable students to deal with the disconnect between English and Latin. Common classroom methods often approach texts primarily as a series of words to be decoded or a puzzle to be solved and consequently use translation in order to uncover meaning, rather than guiding students to engage in an actual reading experience. Following Hoyos (1993/1997/2006), Knudsvig and Ross (1998), and Markus and Ross (2004), this paper will address the disadvantages of treating Latin as encoded English in this way. Hoyos points out that the use of vocabulary-focused strategies including 'write-English-meanings-over-Latin-words' or the quasi-grammar-focused 'find-the-verb-now-find-its-subject' renders Latin a “dishearteningly impenetrable mass of print” (2016, p. 46). This paper will guide listeners in avoiding such a situation by evaluating their own personal reading and reading instruction practices. The presenters will suggest ways that instructors might experiment with the strategies outlined, guide students in reading passages of increasing levels of difficulty, and consider the problems students commonly encounter with these texts. The presenters develop their arguments and practices from a wide range of articles and books, as well as from their own classroom experiences.

Since many Latin teachers are part of world language departments which require lessons to be correlated to the ACTFL standards, our paper will incorporate a discussion of these language standards, particularly as they form the basis for the 2017 Standards for Classical Language Learning. Of particular note is that ACTFL’s Performance Descriptors for Interpretive Reading focus exclusively on understanding, never mentioning translation as a facet of reading.

Both authors will deliver the oral presentation, each addressing their own areas of expertise and interest. Discussion of listeners’ own reading and classroom experiences will be welcomed. Listeners will also receive links to the articles mentioned in the abstract as well as to the attached bibliography.