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At the University of the Western Cape (UWC) there is a large number of students (about300) who enrol for the introductory Latin course. Most of these students hope to becomelawyers. It is with this in mind that one of the major aims of the UWC Latin course is toenable students to read with comprehension simple Latin texts e.g. 1he Institutes of Gaius,(cf. Kriel 1982). The prescribed handbook is Legal Latin - A Basic Course byScholtemeijer and Hasse. There are, however, formidable obstacles in the way of enablingstudents to achieve the aim of reading Latin with confidence. Some of these are constraintsfaced by most universities, such as not more than 26 weeks of actual teaching time peryear, large groups (80-120 students per group), some apathy because Latin is seen as acompulsory requirement, and often a very genuine fear of Latin as a very difficult subjectto pass. At UWC yet another factor has become increasingly important over the past fewyears. A growing percentage of students are studying Latin through the medium of Englishwhile English is not their first language. (At the moment we have one: Afrikaans mediumgroup, who are not similarly handicapped).This paper describes how we attempted during 1992 to make learning Latin a meaningfulexperience for our students; it also draws some conclusions based on the performance ofthe students and on feedback obtained from them by means of questionnaires about thecourse.The first section deals with problems generally experienced by students, the second withthe methodology adopted to deal with these problems and finally there is an evaluation ofthe procedure and an indication of the road ahead.Contact time comprised two eighty minute lectures per week dealing with grammar andrelated experiences, and a weekly tutorial of 40 minutes for which students were dividedinto groups of approximately 20. There were approximately 15 tutorial groups, and eachgroup maintained their tutor throughout the year. Students were required to write a weeklypractical test for which they had to study the grammar and vocabulary introduced duringthe previous week. They could also practise their vocabulary and paradigms, and later inthe year their setwork comprehension, on the CONSENSUS computer programme.

A COMMUNICATIVE APPROACH TO THE TEACIDNG OF LATIN