Abstract/Summary

While Latin’s role in education has been historically significant, contemporary research continues to explore its potential benefits in modern educational contexts. This study addresses this area by examining the impact of learning Latin in addition to French on metalinguistics, a crucial component for language acquisition, which is a current priority for UK schools. Traditionally, Latin education has been associated with privilege, but emerging evidence suggests greater benefits for students from deprived backgrounds. This research involved 160 Year 7 students from six UK state schools, with two schools learning French and four learning both Latin and French, representing a range of socio-economic backgrounds. Metalinguistics were assessed using a bespoke 33-item test at the start and end of the academic year, maintaining ecological validity through regular class instruction. Verbal reasoning scores served as a baseline measure, complemented by stimulated recall interviews for contextual insights. A generalised linear mixed effects model revealed a significant interaction between Latin learning and time, indicating differential gains in metalinguistics. Using free school meal eligibility as an indicator of socio-economic status (SES), the analysis revealed a significant three�way interaction among time, Latin learning, and SES. The effect plot suggested that students from lower socio-economic backgrounds experienced greater metalinguistic gains from Latin learning. Specifically, an increase in SES measure by one unit (indicating lower socio-economic status) made learners 1.54 times more likely to benefit from Latin. These findings challenge traditional assumptions about Latin education, suggesting that it may be particularly beneficial for students from less privileged backgrounds. This study contributes to the discourse on equitable language education, advocating for inclusive pedagogical strategies that consider socio-economic diversity.