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
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)
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