Welcome to the Inclusive Latin Classroom

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

The Value of Student Feedback

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

Ditching the Phrase “Struggling Student”

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”

We Are Not Alone: Discovering a Nation of Advocates

One of the central challenges we are trying to address in this blog (that of shrinking and/or homogeneous classes) is magnified in, but not limited to, Latin programs. Although I was frustrated and disappointed to hear it, I was also somewhat relieved to learn that modern language teachers and programs frequently suffer from the same…… Continue reading We Are Not Alone: Discovering a Nation of Advocates

Growing a Latin Program (2)–The Working Parts

With the perennial reports of Latin programs that close–very often as a teacher retires–I remain hopeful and curious about the power that Comprehensible Input has especially when it is coupled with a social justice concern in any particular school.  Do our Latin programs look like the face of the school?  Whether yes or no, how…… Continue reading Growing a Latin Program (2)–The Working Parts

Latin’s Dark History With Light-Skinned Learners

Rereading John Bracey’s post got me thinking again… I used to work at a school that prided itself on being “part of a multicultural community,” but that tends to be the type of thing you find written on a school’s website that’s just for show, or to check a box for NEASC accreditation. I can say that it…… Continue reading Latin’s Dark History With Light-Skinned Learners

Growing a Latin Program (1)–A Story

Our Latin program at Parkview High School has grown from 130 to almost 700 in the last 12 years.  Those of us who teach in the program are clear that teaching with comprehensible input practices and a commitment to all kinds of learners has been key to this growth.  As I look back, I am…… Continue reading Growing a Latin Program (1)–A Story