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Poupounaki-Lappa, Polyxeni Peristeri, Tzortzina and Coniam, David 2021. Towards a Communicative Test of Reading and Language Use for Classical Greek. Journal of Classics Teaching, Vol. 22, Issue. 44, p. 98.
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Caldwell-Harris, Catherine L. and Hoffmeister, Robert J. 2022. Learning a second language via print: On the logical necessity of a fluent first language. Frontiers in Communication, Vol. 7, Issue. ,
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Perale, Marco 2023. ‘I Still See the Elitism’. Classical languages and the language of class at Liverpool. Journal of Classics Teaching, Vol. 24, Issue. 47, p. 26.
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O’Reilly, Mary 2024. Latin Challenges: Perceptions, Policy and Curriculum for Excellence. Barriers to Teaching Latin in Scottish Schools . American Journal of Education and Information Technology, Vol. 8, Issue. 2, p. 85.
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Di Gioia, Irene 2024. I think learning ancient Greek via video game is…’: An online survey to understand perceptions of Digital Game-Based Learning for ancient Greek. Journal of Classics Teaching, Vol. 25, Issue. 50, p. 173.
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Hauspie, Cathy Schelfhout, Stijn Dirix, Nicolas Fonteyne, Lot Janse, Mark Szmalec, Arnaud Vereeck, Alexandra and Duyck, Wouter 2024. Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?. Language Learning, Vol. 74, Issue. 4, p. 853.
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Hunt, Steven 2024. Latin and Greek in English Primary Schools – seedlings of a classical education. Journal of Classics Teaching, Vol. 25, Issue. 49, p. 60.
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Shirley, Izzy 2025. Exploring the Use of Adaptive Teaching Methods to Improve Class Engagement with a Year 9 Latin Class in Chapter 13 of Suburani. Journal of Classics Teaching, Vol. 26, Issue. 52, p. 167.
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Bringing Ancient Languages Into a Modern Classroom: Some Reflections
  • Volume 16, Issue 32
  • Evelien Bracke
  • DOI: https://doi.org/10.1017/S2058631015000185
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Bringing Ancient Languages Into a Modern Classroom: Some Reflections
  • Volume 16, Issue 32
  • Evelien Bracke
  • DOI: https://doi.org/10.1017/S2058631015000185
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Bringing Ancient Languages Into a Modern Classroom: Some Reflections
  • Volume 16, Issue 32
  • Evelien Bracke
  • DOI: https://doi.org/10.1017/S2058631015000185
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