Ottoman Turkish has been accepted to be a dead language which is preserved today in a rich archive of literary texts and documents. Its education is limited to grammar instruction, transcription and translation into Modern Turkish and in situ reading practices from original or redacted texts. This paper proposes poetry recitation, and writing in and translation into Ottoman Turkish as two pedagogical methods that will have students actively engage in the language. Ottoman Turkish poetry uses the syntactic possibilities of Turkish language to an extreme level as it present mythological and historical references. It has been taught throughout centuries as a mnemonic device to teach high register of the language. Reading, analyzing and reciting Ottoman Turkish poetry not only provide students knowledge intellectual and mythological world view of Ottoman governing elite and basic set of vocabulary that is functional across literary and archival texts, but it also helps them develop a sense of sentence compositions in Ottoman Turkish written language. Writing in and translation into Ottoman Turkish exercises, on the other hand, encourages students to think creatively about the language. Students can write about any topic using original passages as models. Meanwhile, translating short passages from other languages develop vocabulary and usage as it activates the passive reading knowledge raising competence in the language. Drawing on prior experience with these two methods in a language program, "Old Language Young Again" opens them to discussion in order to find creative ways to teach so-called dead or old languages.