This article puts forth an argument for the optimal match of the subject matter of Latin for verbally precocious students at the secondary level, beginning no later than the middle school years. It delineates the major benefits for students of learning the language and links those benefits to a view of differentiation in curricula and instruction of the gifted. Furthermore, the article provides a blueprint for schools on developing a Latin program of study over the secondary years.
Get full access to this article
View all access options for this article.
References
1.
CoffinD. (1981). Classics: Essay on teaching able students. (ERIC Clearance No. SP019263)
2.
DraperJ.HicksJ. (2000). Foreign language enrollments in public secondary schools, Fall 2000. Retrieved October 15, 2002 from http://www.actfl.org
3.
EverrittA. (2001). Cicero. New York: Random House.
4.
Harrington-LuekerD. (1992). Latin redux. Executive Educator, 14(8), 21–25.
5.
McManusB. (2001). The Vroma project: Community and context for Latin teaching and learning. CALICO Journal, 18(2), 249–268.
6.
PragerR. (2000). Introductory language: Opening new doors. Middle School Journal, 31(4), 29–33.
7.
SheltonS. (2000). Breathing new life into a dead language: Teaching Latin online. T.H.E. Journal, 27(8), 64–66.
8.
Van StekelenburgA. (1984). Classics for the gifted: Evaluation. Paper presented at the International Conference: Education for the Gifted, Stellenbosch, Republic of South Africa.
9.
VanTassel-BaskaJ. (1987). A case for the teaching of Latin to the verbally talented. Roeper Review, 9, 159–61.
10.
VanTassel-BaskaJ.Olszewski-KubiliusP. (Eds.). (1988). Profiles of precocity. New York: Teachers College Press.
11.
WheelockF. M. (1995). Wheelock's Latin. New York: HarperCollins.
12.
WheelockF. M. (2000). Wheelock's Latin (6th ed.). New York: HarperResource.
13.
WilhelmM. P.WilhelmR. M. (1991). Bringing the classics to life. Humanities, 12(1), 13–16.
