There’s plenty of talk about forced output (i.e. when students are told to produce language beyond their proficiency level), yet not much has been said regarding forced input. Forced input occurs when students are given a text above their reading level, or told to listen to something beyond their comprehension. Perhaps this is even assigned, and affects the course grade. Forced input also occurs when students are given or assigned anything that lacks a communicative purpose. Forced input is not very meaningful at best, and incomprehensible at worst, which means the target language is less likely to be processed and acquired. Are you forcing input? Let’s see…Continue reading
Instances of Latin shaming (i.e. causing one to feel ashamed or inadequate regarding their use of Latin) come up every now and then. I last pondered the issue back in August of 2019 in a draft of this post, first started in 2018 after observing some kind of online scuffle. Like clockwork, there have been public discussions once again regarding Latinity (i.e. quality of Latin), whether spoken in the classroom, or appearing in published works. To be clear, I have no interest in participating in those discussions. None. However, I’d like to share a bit about what’s been going on, and give some examples of Latin shaming…Continue reading
The new Latin novellas, first published in September of 2015, have been written with sheltered (i.e. limited) vocabulary so the novice student can read Latin confidently after knowing as few as 40 words! This sheltering provides frequent exposure to Latin’s core vocabulary—even more so than textbook narratives, or unadapted ancient texts that seldom repeat words. Why novellas? Why shelter vocabulary? Novellas provide high-frequency repetition for the novice student.
I shared the following picture of my language library to the “iFLT/NTPRS/CI Teaching” Facebook group to share how reading novellas has increased my Spanish and French proficiency:
Now, the books circled in red are either mostly-unadapted ancient Latin containing support (i.e. some words defined—in Latin—in the margins), or Latin translations of books unintended for the language learner (e.g. The Hobbit, or Harry Potter). These represent more than half of my current extensive reading options for Latin—the others nearby not circled being 10 novellas with sheltered (i.e. limited) vocabulary published within the last three years. Sheltering vocabulary has had a positive effect on my Spanish and French proficiency, so I got thinking about the effects of reading unsheltered Latin…
Lance Albury just left a comment on my post, “Can’t Read Greek—Unsurprised but Angry.” I must say that I get a Highlander kind of feeling whenever I cross paths with another Lance—which is quite rare—so I’m not surprised that Lance and I hold opposing views. We have different definitions and assumptions about the nature of language, language teaching, and education, more generally. This post highlights those differences.
Not meaning to be insulting, but I believe your position on reading ancient Greek is simply naive.
Lance is not off to a great start. He thinks that I have a lack of experience, or poor judgment, which means any response I give is likely to be dismissed. This is the reality of supporting your practices when someone already believes you have no idea what you’re talking about—one of the greatest obstacles against mainstream acknowledgement of CI.
It seems that reading Unadapted Ancient Texts—what some people call “Authentic Texts”—has been a universal goal in Classics for quite some time.
Whose goal is this?