Tangible Benefits of the Study of Latin: A Review of Research. CAL-ERIC/CLL Series on Languages and Linguistics, No. 46.

Autor/in	Masciantonio, Rudolph
Institution	ERIC Clearinghouse on Languages and Linguistics, Washington, DC.
Titel	Tangible Benefits of the Study of Latin: A Review of Research. CAL-ERIC/CLL Series on Languages and Linguistics, No. 46.
Quelle	10 (1977) 4, S.375-382 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Classical Languages; Elementary Education; English; English Instruction; FLES; Language Instruction; Language Programs; Language Research; Language Skills; Latin; Literature Reviews; Program Effectiveness; Reading Skills; Second Language Learning; Vocabulary Development; Vocabulary Skills + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Elementarunterricht; English language; Englisch; English langauage lessons; Englischunterricht; Sprachforschung; Language skill; Sprachkompetenz; Latein; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Wortschatzarbeit; Aktiver Wortschatz
Abstract	This article examines the linguistic benefits of Latin in light of recent research which seems to document the relevance of Latin in building English vocabulary and reading skills. Evidence is cited from eight educational projects in which an experimental group of students taking Latin, and a control group not taking Latin, were pretested, posttested, and compared with regard to English verbal skills. In each case, the Latin students showed significant gains over the control group. Other studies supporting these findings are cited, as well as projects presently being conducted. These studies yield important pedagogical implications: (1) educational administrators and curriculum specialists should consider the significance of Latin in improving language skills; (2) the language profession should assume the responsibility of disseminating information about this research; and (3) responsible educators should combat the tendency to ignore research data for budgetary or other reasons. (Author)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01