White statues, medieval paintings of white Europeans in Roman garb, portraying the gods and famous men, modern “documentaries” with white Hannibals, golden haired women, and the absence of Africa, except in passing: is this what Latin is? Is this what is left of the Classics? If this first statement/question angered you: good. If it made…… Continue reading The Inclusivity of Latin?
In my last post, I talked about not knowing what students walk in the room with. This was reiterated in the comments on the post and I believe an important discussion was started and is continuing in our blog posts. This post, as a continuation of my last and the discussion that followed, is to…… Continue reading Teaching to the Eyes
One of many types of diversity that characterize our classrooms is neurodiversity. As Nick Walker, the scholar behind Neurocosmopolitanism, writes, We are a neurologically diverse species: the enormous innate variation among individual human bodies extends to our brains, which differ from one another like fingerprints. This diversity of brains means a diversity of cognitive styles, a diversity…… Continue reading Neurodiversity in our Classrooms
My last post followed this logic: ALL humans can acquire a second language. Few humans learn about languages. Programs based on learning about Latin are exclusive. Programs based on acquiring Latin are inclusive. This post addresses how to base a program on acquiring Latin. I’ll begin with an important systematic change that otherwise keeps Latin programs exclusive: **Stop grading…… Continue reading Your Program: Basing it on Acquiring Latin (2 of 3)
We don’t know what our kids walk in the door with. We don’t and there is no way of knowing… unless… we make our classrooms safe places. we ask our students if they are okay. we allow our students to feel successful and enjoy our time and space. we teach to the eyes. The fact…… Continue reading I Need to See Your Eyes
Some have described the way I teach languages as ideological or dogmatic—other contributors to this blog are no strangers to that criticism, either—and it’s certainly true that a lot of my teaching is directly informed by definitive research, but I no longer feel the need to espouse and cite research to arrive at the following,…… Continue reading Your Latin Program: Exclusive or Inclusive? (1 of 3)