This volume provides a unique overview of the broad historical,
geographical and social range of Latin and Greek as second
languages. It elucidates the techniques of Latin and Greek
instruction across time and place, and the contrasting
socio-political circumstances that contributed to and resulted from
this remarkably enduring field of study. Providing a counterweight
to previous studies that have focused only on the experience of
elite learners, the chapters explore dialogues between center and
periphery, between pedagogical conservatism and societal change,
between government and the governed. In addition, a number of
chapters address the experience of female learners, who have often
been excluded from or marginalized by earlier scholarship.
General
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