Among the many misconceptions about CI, such as some mission against the Classics, “not teaching grammar while providing CI” is probably the most-cited, yet misinterpretissimus of misconceptions.
We teach grammar, oooooooh do we, although mostly in the context of complete Latin messages since even words/phrases contain grammatical information. There’s even explicit instruction, too, though brief student-initiated pop-up grammar explanations (e.g. “Mr. P, why does that word end with nt and not t?”) comprise most of this in a comprehension-based communicative classroom.
Still, even after all that, we do give explicit instruction when students are ready, usually in years 3 or 4. That’s right—even CI-advocating teachers explicitly teach grammar, and they do so using a host of methods and method-free strategies—all grammar-translation alternatives.
Step 1 of TPRS is “establish meaning” to show what a word/phrase means in the target language (TL) before using it to co-create a story. The most efficient and effective way to do this is by using a native language (L1) common to all students (e.g. “fēlēs means cat“). In TPRS, we write the TL on the board, underline it, then write the L1 below in a different color. We refer to this throughout class by pointing and pausing.
Establishing meaning is also Step 1 for anyone providing comprehensible input (CI), regardless of the method or strategy.
If this step doesn’t occur, teachers are providing input (I) that might not be comprehensible (C). Although there’s some role that noise in the input plays (Incomprehensible Input?), it’s clear that acquisition doesn’t happen with high levels of that noise. This is why no one—NO ONE—disputes that CI is necessary; it’s the sine qua non of acquisition, which is why establishing meaning is so important.
Still, there’s been confusion over establishing meaning, and that confusion has to do with purpose…
**Updated 10.23.17** Lots of related support and sources cited on the Eric Herman’s Acquisition Classroom Memo Video Playlist for Memo 8.
I just presented at the Vermont Classical Language Association’s 2017 meeting on “A Grammar Free Syllabus, Personalization, and Proficiency in the CI Latin Classroom.” The title of my PPT, however, reflects the possible consequence that if we don’t say goodbye to the grammar syllabus, we might say goodbye to teaching Latin in public schools. It’s a strong claim, but I don’t tend to make light claims, anyway.
Someone on Facebook posed a couple questions to those at the college/university level regarding the preparedness, and subsequent placement of incoming students.
These are excellent questions.
One comment reported that most incoming Advanced Placement (AP) students retake a lower level grammar course in college. Most! These AP students were successful in high school because of significant memorization, but aren’t prepared for grammar the way colleges expect them to be. Perhaps we should look at exposing students to grammar a different way, no?
I’ve asked these questions, myself, yet the few Classics Departments I solicited years ago didn’t collect any of that data beyond a handful of students they could remember from the current year. Oh, would that they had done so!
Someone asked the “Teaching Latin for Acquisition” Facebook group for a list of the top 10 verbs in each of our classes—if we had to make such a list. There were only about
10 11 comments, but many teachers probably use similar verbs and just didn’t have anything to add. What I find interesting, though, is that across the lists from only 10 11 comments, there were still 38 44 different verbs in total!
The verbs that were most common between everyone who chimed in were:
be able (4)
be quiet (4 )
I read this statement somewhere recently about researched teaching practices:
“X is at least as supported as Y.”
Since we’re talking about something that affects students, I’d begin by asking the kind of questions Eric Herman includes with each of his memos. Then I’d move away from data, and instead consider practical classroom applications, as well as personal observations and reflections (of both practices X and Y when applicable).