einzelne wrote: Bilingual texts have been with us for centuries if not millennia. They proved to be very effective and you could easily find interlinear translations for Greek and Latin texts a century ago. It still a mystery for me why classic departments still treat reading Greek as some kind of crossword puzzle.
In addition, there are some audio recordings (e.g. on Librivox) of a few of the better known classics to allow for listening as well. While my focus is on Spanish right now, I've been slowly working through the Anabasis with a combination of an online out-of-copyright interlinear from 1859 or so, the Loeb series parallel text printed book, and audio from Librivox.
In my mind, there is little reason for not making some text with an interlinear and audio an important part of a course. I think one of the biggest detriments to language learning in western education is the undue influence of scientific management ideology that few people question. Learning is treated as an assembly line where everything is broken down into small easy steps that are then easily tested for quality via quizzes and exams covering scheduled memorization. Reading Latin or Greek is seen as the reward after having spent months to years "mastering" thousands of small individual facts (e.g. vocabulary lists, paradigm tables, grammatical facts) to prepare oneself to be able to read. If a student can't pick up a text and read it, it's because they haven't worked hard enough memorizing things. As long as grading is based on the number of correct responses on quizzes and tests of scheduled memory items, the system is forcing students and teachers to spend most of their time and effort on "how to better rote memorize facts to pass tests" rather than figuring out how to best use interlinears, texts, audios, and reference materials to develop actual reading skills.