Photographer: Anneke Dekker

dr. S.M. (Suzanne) Adema


  • Faculty of Humanities
    Capaciteitsgroep Griekse en Latijnse talen en culturen
  • Visiting address
    BG 1
    Turfdraagsterpad 9  Room number: 3.02
  • Postal address:
    Turfdraagsterpad  9
    1012 XT  Amsterdam
  • S.M.Adema@uva.nl

 

I am an Assistent Professor of Greek and Latin Education (Vakdidactiek GTC en LTC) at the University of Amsterdam and the Vrije Universiteit Amsterdam. Currently I work in the project 'Meesterschap in de Vakdidactiek Geesteswetenschappen', an initiative of several Dutch universities to stimulate research focusing on learning and instruction in the humanities. I use the Dutch website Quamlibet.nl to communicate about this project. 

See the section 'CfP Linguistics and Latin Learning' for more information about the workshop I will organize at the International Colloquium of Latin Linguistics or download the CfP below.

 

PhD students

  • Suzanne Luger, DUDOC-Alfa 
    Promotores: Caroline Kroon and Gert Rijlaarsdam
    Subject: Teaching translation skills to learners of Latin in secondary education.
    University of Amsterdam, FGW and RICDE, RTLE
  • Kokkie van Oeveren, DUDOC-Alfa
    Promotores: Caroline Kroon and Jos Beishuizen
    Subject: Integrating language and culture in the teaching of Greek and Latin Languages and Cultures in secondary education.
    Vrije Universiteit Amsterdam, FGW and FGB
  • Chelsea O'Brien, NWO lerarenbeurs
    Promotor: Gert Rijlaarsdam
    Subject: Metacognitive skills of higly intelligent learners of Latin.
    University of Amsterdam, RICDE, RTLE
  • Adema, S.M. (2016). 'Encouraging Troops, Persuading Narratees: Pre-Battle Exhortations in Caesar’s Bellum Gallicum as a Narrative Device', in: V. Liotsakis and S. Farrrington (eds.) The Art of History. Literary Perspectives on Greek and Roman Historiography. 219-240.
  • Adema, S.M. (2016). 'Tekenen met woorden.(Didactische rubriek)', Lampas, (49 (3).
  • Adema, S.M. & Gils, L.W. van (2016). 'In Situ: Wetenschap in de klas via Quamlibet.nl.' Lampas, 49 (2), 185-190.
  • Adema, S.M. (2015). De spanningsboog. Een oefening in verteltechnische analyse op basis van een tweetalige tekstweergave. Lampas, 48 (3), 238-249.
  • Adema, S.M., S. Luger & C.D.P. van Oeveren (Eds.). (2015). Lampas Themanummer Vakdidactiek (Lampas, 48.3). Hilversum: Verloren.
  • Adema, S.M. & Gils, L.W. van (2015). Epistularum genera multa. Een talige benadering van teksttypen in brieven van Cicero en Plinius. Lampas, 48 (1), 18-38.
  • Adema, S.M. (2015). Deictic Centres of Referential Expressions in Indirect Speech and Thought: Caesar’s De Bello Gallico I.1-32. In G. Haverling (Ed.), Latin linguistics in the early 21st century. Acts of the 16th international colloquium on Latin linguistics, Uppsala, June 6th–11th, 2011, 423-435.
  • Adema, S.M. (2014). De Defectione Haeduorum, Caesars crisismanagement. Lampas, 47 (2), 83-99.
  • Adema, S.M. (2013). A Comma in Aeneid X. Mnemosyne: A Journal of Classical Studies, 2014 (67).
  • Adema, S.M. (2013). No boundaries in Time or space, Nec Metas Rerum Nec Tempora’. In J. Heirman & J. Klooster (Eds.), Ideologies of Lived Space (pp. 143-158). Gent: Academia Press.
  • Adema, S.M. & Stienaers, D. (2011). Tekststructuur en tijdgebruik in Latijnse narratieve teksten. Geïllustreerd met passages uit Caesar, Livius, Ovidius, Tacitus en Vergilius. Kleio, 51, 116-143.
  • Adema, S.M. (2009). Discourse Modes and Bases: The use of tenses in Vergil's Aeneid and Livy's Ab Urbe Condita. Belgian Journal of Linguistics, 23, 133-146.
  • Adema, S.M. (2008, September 09). Discourse Modes and Bases. A Study of the Use of Tenses in Vergil's Aeneid. VU Vrije Universiteit (229 pag.). Prom./coprom.: prof. dr. C.H.M. Kroon & dr. H. van Dam.
  • Adema, S.M. (2007). Discourse Modes and Bases in Vergil’s Aeneid. In R.J. Allan & M. Buijs (Eds.), The Language of Literature: Linguistic Approaches to Classical Texts. Leiden: Brill.
  • Adema, S.M. (2007). Temporal bases and the use of the narrative infinitive in the Aeneid. In G. Purnell & J. Denooz (Eds.), Ordre et cohérence en Latin (pp. 7-18). Liège: Université de Liège.
  • Adema, S.M. (2006). Vergilius achter de camera: De ruzie tussen Dido en Aeneas (Verg. Aen. 4.296-396). Lampas, 39 (3), 267-273.
  • Adema, S.M. (2005). Gransden. Virgil, The Aeneid [Bespreking van het boek Virgil, The Aeneid. A Student Guide]. Mnemosyne: A Journal of Classical Studies, 58(4), 619-622.
  • Adema, S.M. (2005). The tense of speech indications in Vergil's Aeneid. In G. Calboli (Ed.), Papers on Grammar. Latina Lingua! (pp. 419-431). Rome: Herder Editrice.
  • Adema, S.M. (2004). Van figurant tot hoofdrolspeler: Het gebruik van het imperfectum in de Aeneis van Vergilius. Lampas, 37 (5), 333-346.
  • Adema, S.M. (2002). Voorgrond en achtergrond in de Aeneïs van Vergilius. Toegepaste Taalwetenschap in Artikelen, 61-66.

Workshop: Linguistics and Latin learning

Organizer: Suzanne Adema, s.m.adema@uva.nl

To be held at the International Colloquium of Latin Linguistics, Munich April 24-28, 2017

In recent years, an increasing number of publications on the learning of Latin have appeared (e.g. LaFleur 2001, Morwood 2003, Gruber-Miller 2006, Lister 2008, Keip 2014), besides journals such as Der Altsprachliche Unterricht, Teaching Classical Languages and The Journal of classics teaching. Many of these publications discuss theories and research on reading processes and the acquisition of modern second languages and apply them to Latin (e.g.  Anderson and Beckwith 2010, Clark 2013, Wegenhart 2015). Several Latin linguists, too, have published on the learning of Latin, focusing on the contribution of linguistic knowledge to, for instance, the reading process (e.g. Markus and Pennel-Ross 1998, Knudsvig and Pennel-Ross 1998, Portmann-Tselikas  2003, Pennel-Ross 2008, Baños Baños 2009, Liebermann 2014, Adema & Van Gils 2015). At the International Colloquium of Latin Linguistics (Munich 2017) a workshop will be organized to discuss this topic together, and consider the teaching and acquisition of the Latin language from a linguistic perspective.

Furthermore, the workshop is meant to explore the interest and experience of Latin linguists and other classical scholars in the acquisition of Latin as an empirical research field. Empirical research on the teaching and acquisition of Latin still seems scarse (but see e.g. Florian 2013, Van Houdt 2008). Experimental research designs (e.g. pre- and posttested intervention studies) and data-collection methods such as think-aloud tasks or eyetracking would provide us with insights in the acquisition of Latin and the reading process of Latin learners. Research questions might concern the role of linguistic knowledge in the reading of Latin, effective ways of teaching Latin morphology and syntax, or the applicability of theories and pedagogical methods of modern languages to the learning of Latin.

In this workshop, design research and experimental research on learning, reading and teaching Latin will be presented. The workshop is meant to explore the interest and experience of Latin linguists and other classical scholars in the acquisition of Latin as a research field.


Programme

1. Linguistics and Latin Learning: Introduction.
Suzanne Adema

2. Staying the Distance: transforming Open University Latin pedagogy. 
Mair Lloyd and James Robson 

3. Latin Curricula, Attitudes and Achievement: An Empirical Investigation.
Dragana Dimitrijevic

4. Rethinking the Teaching of Latin in the Inclusive school.
Rossella Iovino, Giuliana Giusti,  Anna Cardinaletti

5.High School Students' Comprehension Strategies for Reading Latin literature.
Rebecca Boyd

6.How do Dutch adolescents translate Latin into coherent Dutch? A journey into the unknown.
Suzanne Luger

7.Reading Seeing and Understanding Latin.
Kristien Hulstaert

8.Multiple Semantic Priming and Latin Sequential Collocations, when Text Linguistics and Language Learning meet Cognitive Psychology.
Frédéric Lavigne, Dominique Longrée and Sylvie Mellet

9.Do learners of Latin process sentences incrementally? A reaction time study. 
Delaram Bextermöller and Fiona Weiss

Bibliography: Linguistics and Language Learning

  • Adema, S.M. and L.W. van Gils. 2015. ‘Epistularum genera multa. Een talige benadering van teksttypen in brieven van Cicero en Plinius.’ [A linguistic approach to text types in the letters of Cicero and Pliny] Lampas 48.1, 18-38.

  • Anderson, P. and M. Beckwith, (2010) ‘Form-focused Teaching for the Intermediate Latin Student’, Teaching Classical Languages Fall 2010, 31-52.

  • Baños Baños, J.M. (2009) Cómo analuzar un texto en latín: consideraciones sobre la didáctica de la Gramátic Latina. Reduca (Filologia), Series Classica 1.1, 50-68.

  • Bulwer, J. (2006) Classics Teaching in Europe. London.

  • Clark, E. (2013) ‘An assessment of the effectiveness of ‘TPRS’ as a means of teaching Latin vocabulary and grammar’, Journal of Classics Teaching 14, 34-42.

  • Florian, L. (2013) ‚Übersetzen und Verstehen im Lateinunterricht. Eine empirische Untersuchung‘, Pegasus-Onlinezeitschrift XIII. 1-2, 1-15.

  • Gruber-Miller, J. (2006) When Dead Tongues Speak. Teaching Beginning Greek and Latin. Oxford.

  • Keip, M. (2003) ‚Wieviel Grammatik muss sein?‘, Altsprachliche Unterricht 4-5/2003, 18-32.

  • Keip, M. (2014) Interaktive Fachdidaktik Latein. Göttingen.

  • Knudsvig, G.M. and D.Pennel-Ross. (1998) ‘The Linguistic Perspective.’ In R. LaFleur (ed.) Latin for the 21st Century: From Concept to Classroom. Glenview, Illinois (Scott-Foresman).

  • LaFleur, R. (2001) Latin for the 21st century. Illinois.

  • Liebermann, B. (2014) ‚Grammatik und Sprachkompetenz. Zur Relevanz der lateinischen Grammatik Christian Touratiers für den Lateinunterricht an Schulen‘, Pegasus-Onlinezeitschrift XIV.1, 151-166.

  • Lister, B. (2008) International Perspectives on the Teaching of LatinI. Cambridge

  • Markus, D.D. and Pennell-Ross, D. (2004) ‘Reading Proficiency in Latin Through Expectations and Visualization.’ Classical World 98.1, 79-93.

  • Morwood. J. (2003) The teaching of Classics. Cambridge University Press

  • Nickel, R. und A. Zanini. (2003) ‚Effizienter Grammatikunterricht‘, Altsprachliche Untericht 4-5/2003, 2-16.

  • Panhuis, D. (2007) ‘Taalkunde in het onderwijs klassieke talen’ [Linguistics in teaching the classical languages], Prora 12.1, 4-12.

  • Pennell-Ross, D. (2008) ‘Latin pedagogy at Michigan: linear reading using a linguistic perspective.’ In R. Lister (ed.) Meeting the Challenge: International Perspectives on the Teaching of Latin. Cambridge (Cambridge University Press) 44-53.

  • Portmann-Tselikas, P.R. (2003) ‘Kognitive Linguistik und Spracherwerb‘, Altsprachliche Untericht 4-5/2003, 72-85.

  • Van Houdt, T. (2008) ‘The strategic reading of Latin (and Greek) texts: a research-based approach.’ In R. Lister (ed.) Meeting the challenge: international perspectives on the teaching of Latin, Cambridge (Cambridge University Press) 54-70.

  • Wegenhart, T.A. (2015). ‘Better Reading Through Science: Using Research-Based Models to Help Students Read Latin Better’, Journal of Classics Teaching 16, 8-13. 

2017

  • Adema, S. M. (in press). Speech and thought in Latin war narratives: Words of Warriors. . Leiden, Boston: Brill.

2016

  • Adema, S. M. (2016). Encouraging troops, persuading narratees: Pre-battle exhortations in Caesar's Bellum Gallicum as a narrative device. In S. Farrington, & V. Liotsakis (Eds.), The art of history. Literary Perspectives on Greek and Roman Historiography (pp. 219-239). (Trends in Classics). Mouton de Gruyter.

2015

  • Adema, S. M. (2015). Deictic Centres of Referential Expressions in Indirect Speech and Thought: Caesar’s De Bello Gallico I.1-32. In G. Haverling (Ed.), Latin linguistics in the early 21st century. : Acts of the 16th international colloquium on Latin linguistics. (pp. 423-435)

2017

  • Adema, S. M. (2017). Geef leerlingen ruimte om de Aeneis te interpreteren. Lampas, 50(1), 96-114.
  • Adema, S. M. (2017). Griekse taal en cultuur en Latijnse taal en cultuur in de lerarenopleiding. In G. Geerdink, & I. P. (Eds.), Kennisbasis Lerarenopleiders. Katern 3: Inhoud en vakdidactiek op de lerarenopleidingen (pp. 249-256)
  • Adema, S. M., & van der Plaat, A. (2017). Leerplankader Griekse en Latijnse taal en cultuur. Een voorbeelduitwerking voor de onderbouw. Stichting Leerplanontwikkeling (SLO).

2016

  • Adema, S. M. (2016). Tekenen met woorden. (Didactische rubriek). Lampas, 49(3), 311-318.
  • Adema, S. M., & van Gils, L. W. (2016). In Situ: Wetenschap in de klas via Quamlibet.nl. Lampas, 49(2), 185-190.

2015

  • Adema, S. M. (2015). De spanningsboog. Een oefening in verteltechnische analyse op basis van een tweetalige tekstweergave. Lampas, 48(3).
  • Adema, S. M., & van Gils, L. W. (2015). ‘Epistularum genera multa. Een talige benadering van teksttypen in brieven van Cicero en Plinius. Lampas, 48(1), 18-38.

2014

  • Adema, S. M. (2014). De Defectione Haeduorum, Caesars crisismanagement. Lampas, 47(2), [83-99].

Book editor

  • Adema, S. M., Luger, S., & van Oeveren, C. D. P. (2015). Lampas. Themanummer Didactiek. Uitgeverij Verloren.

Talk / presentation

  • Adema, Suzanne (speaker) (27-10-2016): From syntax to story: The value of cognitive science in teaching Latin reading skills and text comprehension., International Conference Classics and Cognitive Theory, New York, United States.

Others

  • Adema, Suzanne (organiser) (25-4-2017): Linguistics and Latin Learning (organising a conference, workshop, ...).
  • Adema, Suzanne (organiser) (24-4-2017 - 29-4-2017): International Colloquium of Latin Linguistics, Munich 2017 (organising a conference, workshop, ...).
This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library  or the Pure staff  of your faculty / institute. Log in to Pure  to edit your publications.
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