Found in Translation: Engendering Inclusive and Conscientious Pronoun Pedagogy in Ancient Greek and Latin Language Classrooms

2021 ◽  
Vol 116 (3) ◽  
pp. 355
Author(s):  
Goyette
2020 ◽  

Nowadays if the relations of ancient culture are represented everywhere, but the classical languages are much more represented invisibly in our lives. The Ancient Greek and Latin languages are of an indispensable source of new scientific terms, their elements are actively used in the vocabulary of industry, education, socio-political, cultural, scientific life and everyday life, etc. The topicality of the article is predetermined by the necessity to attract new linguistic data material, in particular vocabulary of Greek-Latin origin that is actively used in modern naming, as well as to compile a complete ergonomic base of a modern city. The article investigates a range of jurisonyms of Greek-Latin origin in the Media space of Kyiv, in particular their structural and semantic features. Intra- and extralinguistic factors forming the basis of the nomination of jurisonyms are indicated, as well as the use of associative-shaped vocabulary in their nomination is considered. The special attention is paid to typologization according to the structural-semantic principle of jurisonyms of Greek-Latin origin in law associations, enterprises, firms, etc., providing various legal services and legal assistance. The following groups are distinguished for the names of legal institutions with a Greek-Latin component: jurisdictions formed with the elements of the Latin language; jurisonyms formed with the elements of the Greek language; jurisonyms formed with hybrid names; jurisonyms formed with the Latin phraseology; jurisonyms formed with the use of Greek-Roman mythonyms, theonyms, historical names, positions, etc.


1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.


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