Part way through the second school placement of my PGCE teacher training course I began to teach Latin unseen translation, where students are given an unfamiliar passage to translate, to a Year 13 cohort of just two students. The translation element of the course was proving challenging for both students – they struggled with language comprehension, and the A Level language course seems not very accessible to students with low prior attainment. Furthermore, my second placement school is an Upper School, so students start Latin from scratch in Year 9. Because of the time constraint those who choose take GCSE do the Eduqas Latin exam, which requires that slightly less grammar and syntax needs to be covered than the OCR syllabus (for example, the ablative absolute construction is absent from the Eduqas examination, but present in the OCR). For the small number carrying on in the 6th form, this results in a linguistic shortfall which has to be made up before beginning the OCR A Level specification. This seems to be a challenge even for very able Latinists, and more so for my two students, Alice and Michael (not their real names), and had presented an added barrier to their facility in grasping and translating complex language structures, both in unseen translations and the demanding set texts. Simply ‘practising’ by going through texts together was not proving helpful, as once my oral prompts during this process were removed and they were left on their own they reverted to guesswork instead of applying their knowledge and logic to the text. Similarly poor results in translation were evident from practice literature papers which they had taken before February half term, even though these were prepared texts – while the language paper asks students to tackle short unseen translations, the literature component calls for the extensive preparation of a much longer text, from which students must translate and analyse selected passages in the examination, as well as answering a broad essay question. However, despite the fact that Alice and Michael had been through their set text in detail with their teacher and made their own translations, it appeared that, when presented with a passage from the set text in exam conditions, the language looked just as intimidating to them as if they had not seen it before, and they were equally unable to produce a sensible attempt at translation. I therefore became interested in finding ways for them to approach texts which would minimise the ‘fear factor’ and allow them to access meaning without being put off by complex syntax.

中文翻译：

---

使用嵌入式阅读提高 A Level 拉丁文学的可访问性和理解的研究

在我的 PGCE 教师培训课程的第二次学校安置中，我开始教拉丁语看不见的翻译，学生们被给予一个不熟悉的段落来翻译，给一个只有两名学生的 13 年级组。事实证明，这门课程的翻译元素对两位学生来说都具有挑战性——他们在语言理解方面遇到了困难，而 A Level 语言课程似乎不太适合先前成绩低的学生。此外，我的第二个安置学校是一所高中，所以学生在 9 年级从头开始拉丁语。由于时间限制，那些选择参加 GCSE 的人参加 Eduqas 拉丁语考试，这需要涵盖的语法和句法略少于OCR 教学大纲（例如，烧蚀绝对结构在 Eduqas 考试中不存在，但在 OCR 中存在）。对于在 6 年级进行的少数学生，这会导致语言不足，必须在开始 OCR A Level 规范之前弥补。即使对于非常能干的拉丁人来说，这似乎也是一个挑战，对于我的两个学生 Alice 和 Michael（不是他们的真名）来说更是如此，并且给他们在掌握和翻译复杂语言结构的能力带来了额外的障碍，两者都是看不见的翻译和要求苛刻的文本。通过一起阅读文本来简单地“练习”并没有帮助，因为一旦我在这个过程中的口头提示被删除并且它们被自己留下，他们就会恢复猜测，而不是将他们的知识和逻辑应用于文本。同样糟糕的翻译结果从他们在 2 月半学期之前的实践文学论文中可以看出，尽管这些是准备好的文本——虽然语言试卷要求学生处理看不见的简短翻译，但文学部分要求广泛准备更长的文本，学生必须从中翻译和分析考试中的选定段落，并回答一个广泛的论文问题。然而，尽管爱丽丝和迈克尔已经与他们的老师详细阅读了他们的课文并进行了自己的翻译，但似乎在考试条件下，当看到一组课文中的一段时，这种语言看起来同样令人生畏。他们就好像他们以前从未见过一样，而且他们同样无法做出明智的翻译尝试。