With new novellas being published almost monthly at this point, opening up titles to choose from, I’ve been looking at how my own sequencing has been changing in the past year. I no longer feel the need to systematically read a) from lowest to highest word count, or b) shortest to longest book, a practice that constantly increases the demand of learners. If you think about it, what’s really the difference between that and using a highly sequenced textbook?! Such practice of constantly increasing demand also presumes learners have attended all classes, and/or develop language ability at the same rate, which is complete nonsense…Continue reading
This September marks the fifth anniversary of the first two Latin novellas written with sheltered (i.e. limited) vocabulary for the language learner by co-authors Rachel Ash & Miriam Patrick, and Bob Patrick. There are now 70. That’s 0 to 70 in five years, and a whopping total figure of over 228,000 words of new Latin! What has the impact been? Let’s take a look…Continue reading
Modern and classical language teachers alike have been using big name textbooks for decades, yet there’s been an emerging counter culture known broadly as “untextbooking.” This movement is a response to a) the lack of proficiency, b) dropping interest/enrollment, and c) the kind of exclusivity that form-based textbook teaching has an affect on. Instead, preference within the “untextbooking” movement is given to meaning-based teaching that results in greater proficiency, higher enrollment, and a removal of obstacles, making language programs more inclusive. For years now, I’ve heard things like “there’s not enough culture,” or “this lacks curriculum support,” or some other complaint suggesting that textbooks have something necessary to offer that not-textbooks don’t. It’s been shown that textbooks can overload learners with too much vocab, grammar rules, and target-culture details (in English). However, I’m more interested in the role of proficiency. That is, for all the supplements textbooks might bring to the curriculum, what do they really do for language proficiency? Where does proficiency come into play in a curriculum?
Language proficiency generally refers to one’s unrehearsed ability to communicate (e.g. listening, reading, seeking clarification, replying, sharing ideas, asking questions, etc.). Humans can’t plan to communicate genuinely (e.g. “ready, communicate!”). It’s just something that happens when there’s a reason to do so. The following curricular questions keep language proficiency in mind (vs. studying about languages, or cultures, or memorizing vocab, which requires little to no proficiency)…
No, this does not describe a juniper and coriander-based evening. Ginput is Grammar-based Input. Surprise! Yeah, I played this one pretty close to the vest this year. In fact, I began writing this post on June 13th—2019—knowing it would be months until actually implementing and seeing any results from what was last year’s springtime idea.
The idea for Ginput came shortly after one of those frequent grammar debates online fizzled out. I still know that teaching grammar isn’t necessary, and I certainly won’t test grammar knowledge, but I also know that even really compelling things get boring throughout the year! I started wondering if grammar had a role to play, if only as a break from all the compelling stuff, especially since I had no plans to test or grade it. However, a question remained: “could grammar somehow be input-heavy?“
The Search for Grammar-based Input
Providing CI while teaching grammar is rare, so I began to think…“But what if teaching grammar weren’t the entire syllabus?” and “Could I explore Latin grammar with students knowing that our curriculum is based on their interests (i.e. NOT grammar) under a comprehension-based and communicative language teaching (CCLT) approach?” I was certainly onto something, but needed a resource for guidance. Oh wait, I wrote one…