Teaching-learning of the Latin language: Students’ perceptions about its practical applications

Abstract

Consistent with the teaching-learning process of the Latin language, this article presents an investigation that aimed to analyze the perceptions of university students in the humanities area regarding the relevance of learning the Latin language. The sampling technique used was intentional non-probabilistic. The study participants were 40 students belonging to humanistic careers from two universities in southern Chile. The research had a descriptive approach, with a mixed methodology. The information collection instrument was a questionnaire made up of open and closed questions, whose focuses of interest were the assessment of the learning of the Latin language for academic training, for daily life, its practical utilities and the difficulties associated with said process. The findings reveal the positive assessment given to the teaching-learning of the Latin language, both for the academic and practical training of the students, since it encourages interdisciplinarity and transversality in the process. For the participants, learning Latin expands the lexicon, which favors performance in the university classroom and adequate social performance. Likewise, it promotes the development of cognitive and linguistic skills, the commitment to individual and group learning, and value training at university. Finally, the findings highlight the value of learning the Latin language as a means for the systematic exercise of thought, thus suggesting the need for its continuity in the training itinerary of university students.