The observations in the LANGUAGE SUBJECT STATEMENT AND LEARNING PROGRAMME FOR LATIN on 'Inclusivity' apply to Latin, and may be assumed to underlie what follows. Hence the following should be taken into account:

The terms 'describe', recount', 'tell', 'retell', 'paraphrase', 'talk', 'say', 'read aloud', 'speak', 'discuss', 'explain', 'ask' and 'converse' should be understood as including all forms of verbal and non-verbal communication, including signed communication and communication aids. Similarly, the word 'oral' includes signed communication and communication aids. In the context of Latin, translation from Latin is a form of communication between the learner and the writers of the distant past; hence it is a special form of signed communication, where the deep meaning of a written utterance is understood and interpreted by the learner, who generates a surface structure in a different language.
The terms 'listen', 'look', 'read' and 'view' include forms of communication such as lip-reading and watching signed language, as well as interpretation of representations (copies, models, pictures, films, videos) of art works from the ancient world that communicate a different world view.
The provisions in the LANGUAGE SUBJECT STATEMENT AND LEARNING PROGRAMME FOR LATIN for visually impaired learners apply. In the context of Latin study, references to 'read' include, beside resources such as Braille and talking books, tactile analysis of copies of art works and statuary that communicate aspects of a different culture.

Language learning in the Further Education and Training band can, beside all the official languages and Sign Language, be extended to other languages endorsed by the Pan South African Language Board. This includes Latin as a tool of communication across cultures as well as across time.

The Subject Statements for Second Additional Languages have been versioned for Latin, which may be offered as a Core or Elective Component of the Curriculum. Latin may hence be taken at the Second Additional Language level by learners who are particularly interested in languages for linguistic enrichment and for the advancement of multilingualism.

The objectives of the Outcomes-based communicative approach to language learning will be achieved with an exceptional degree of success, when communicative Latin learning results in a broadened comprehension of the use of language. As Latin is learned as a Second Additional Language, it is employed in the classroom in conjunction with the languages of learning and teaching, so that each Latin class is a multilingual class.

Hence learning Latin as a second additional language furthers multilingualism and intercultural communication. As Latin is essentially no longer a commonly spoken language, it is offered only at the level of Second Additional Language, with the further implication that, although reading aloud of Latin, Latin commands, questions and dialogues within the classroom, as well as use of Latin phrases in communication, form part of the programme, more emphasis will generally be placed on reading and writing than on listening and speaking. Hence, although listening and speaking skills will be developed, in learning Latin the emphasis will be on developing those reading and writing skills that relate to translation from Latin into the language of learning and to cultural research and reportage. Learners will learn partly through the medium of their mother tongue or another First Additional Language in the South African context. At all times the use of two languages within the classroom will foster a positive attitude to multilingualism. Study of Latin at the level of the Second Additional Language will improve interpersonal communication through enhancement of learners' general communication skills.

The general remarks under this heading in LANGUAGE SUBJECT STATEMENT AND LEARNING PROGRAMME FOR LATIN apply. The study of Latin has traditionally been associated with a legal career, but, as with any other languages, language is the basis of all learning, not only in everyday life, but also in the workplace. The Latin language is a gateway subject which, when well taught, exponentially increases a learner's career options. Where Latin vocabulary forms a basis for between 65 and 85% of academic and technological language, learning Latin empowers learners to communicate at the appropriate level more efficiently.

Literacy is the basic skill for learning to deal with the world. Language is the tool of successful interpersonal relationships in both the private and public spheres, but understanding of differences in cultural outlook is equally important in the fostering of successful communicative skills. Acquaintance with a culture distant in time and place from their own enables learners better to understand and think objectively about their own world, as well a becoming more aware of the nuancing of meaning in written and spoken communication.