In a report on the 2018 National Latin Exam Survey, the number of teachers primarily using grammar-translation (478) was over twice that of the next most-used “Reading Method” option (202), and over 16 times that of the least-used “Active Latin” option (27). The other options given were CI, and TPRS. You might already see the problem there. That is all those options were labeled as “methodologies/techniques/philosophies” on the survey, likely in an attempt to account for all the differences between terms. However, such a comparison is like asking “what do you primarily do in class?” That is, there’s almost no coherency between the five options. For example, a teacher could use the TPRS method to provide CI, and in doing so be characterized as using Active Latin. The only clearly distinct option is grammar-translation, yet that still doesn’t show the extent to which grammar is present in one’s teaching (i.e. grammar is also included in “Reading Method” and possibly “Active Latin”). Therefore, I wanted to send out a new survey that focused on practices rather than terms prone to misunderstanding. I did just that in June of 2020. In this post, I share those results…Continue reading
Just a few months after the moon landing, Superintendent John Lawson (Shaker Heights, OH) gave a speech at the Symposium on Foreign Language Teaching at Indiana University. Its age certainly shows. Then again, were it not for the typeface, you’d think some of these statements appeared yesterday in a blog! I find it striking that such “progressive” and “controversial” ideas have been discussed for 50 years, pretty much coinciding with the civil rights movement, yet without much fundamental change to either. There’s no excuse for the latter. As for second language teaching, that’s slightly more understandable considering the field of Second Language Acquisition (SLA) was hardly established by the late 60s.
To give you a sense of how relevant Lawson’s ideas are today, look at this statement addressing the importance of compelling topics, and what now has become criticism against using unadapted texts driving the AP Latin problem:
There’s also a section, while brief, managing to address topics like teaching to the test, teacher perception of status in their field, elitism, exclusivity, ineffective pedagogy, compellingness, connectedness, comprehensibility, and confidence. All that back in 1969. Holy moly, right?!
That speech also happens to be the source of the “4%er” term that Keith Toda just shared in his latest (and last-for-a-while) blog post. Now, Keith is somewhat of a self-proclaimed man of the shadows not really active on social media, so my first thought was that he didn’t know the “4%er” term doesn’t really come up these days. In fact, I had to go back to a 2015 moreTPRS list email to search for the references contained in here! But maybe that term is exactly what teachers need to be reminded of right now. Let’s start with its history:Continue reading