Your Program: Basing it on Acquiring Latin (3 of 3)

Look, I don’t want to have to say it, but I have to say it…you need to start speaking Latin. It’s true that the universally agreed-upon sine qua non of language acquisition is Comprehensible Input (i.e. understandable messages one listens to, and/or reads), which could, theoretically, be limited to ONLY written messages, but don’t stop there…… Continue reading Your Program: Basing it on Acquiring Latin (3 of 3)

Neurodiversity in our Classrooms

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

Your Program: Basing it on Acquiring Latin (2 of 3)

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)

In Defense of the Standards 1; A General Framework for Accessibility and Inclusiveness

For the first time in the modern era of Latin instruction we have a framework which, in the right hands and applied in a thoughtful manner, can provide a truly accessible path of acquisition for all learners who enter our classrooms. The previous set of Standards (1997) paved the way for educators to seriously consider…… Continue reading In Defense of the Standards 1; A General Framework for Accessibility and Inclusiveness