Welcome to ILC! We are a group of Latin teachers from all over the United States, colleagues and friends, veterans, mid-career and new to the profession. Between us, we teach Latin in middle schools, high schools, and universities. We all have in common that we have embraced the theories and practices that make up Comprehensible…… Continue reading Welcome to the Inclusive Latin Classroom
This is the last of a 3 part series offered this week. Recently I was talking with a colleague and friend in the math department of my school about what I’ve written in this blog series. He remarked at one point: “Oh, sure. It’s like teaching math these days as if STILL only 1% of…… Continue reading ALL KINDS of Learners–Part 3
This is the second part of a 3 part series offered this week. In yesterday’s post (which you can read here) I outlined what seems to me to be the perfect storm in our Latin teaching in the US. Unwittingly, we do the very things that ensure Latin remains small and dying and prevent it…… Continue reading ALL KINDS of Learners–Part 2
(This blog post will appear in 3 parts over the next three days) I have found over the years in doing Comprehensible Input work, creating classrooms and a whole program based on CI, that there is a motivational feature that I simply cannot assume everyone understands or shares with me. That motivating factor is this: …… Continue reading ALL KINDS of Learners–Part 1
In my last post “The Inclusivity of Latin? Part II”, I discussed a few different authors I had looked at in a new way, considering the question of inclusivity. Today I’d like to look at Vergil. I want to start by saying that I am not disparaging the traditional way of looking at any of…… Continue reading Dealing with Vergil – A New Hero?
One way to keep the Latin classroom inclusive is checking student comprehension, and doing so often. Comp checks occur a) when responding to non-verbal cues from students (see Miriam’s Teaching to the Eyes), or b) asking questions in case students are falling through the cracks in larger classes, or just not self-advocating when Latin isn’t clear. The…… Continue reading Comprehension Checks
Teaching inclusively in a language classroom tends to look much different from what’s typically expected. This makes sense, considering that conventional practices are based on teaching subject matter, not languages. In fact, most programs even train teachers to teach language only as subject matter to be learned. This must change, but for now serves as the main reason…… Continue reading The Value of Student Feedback
I hear this phrase a lot. Many language teachers lament about staying after school to help a “struggling student,” that a student is “struggling” with grammar point X, or that they have a group of “struggling students” in their second year, Spanish 2 class, etc.. When it comes to language acquisition, however, there’s no struggling…… Continue reading Ditching the Phrase “Struggling Student”