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
But first, what’s an example without a non-example, really? When it comes to pedagogy, I’d call that partial information. Maybe you’ll know what to do after learning something, yet maybe it’s not clear what to avoid while also doing that thing. We can’t just stack practices upon practices and expect things to turn out well.
Typical Instruction (i.e. the non-example)
An introduction to the infinitive is usually taught by first focusing on the form “-re” with an incomplete, yet easy-to-test explanation (e.g. “the infinitive means ‘to X'”). Students are shown examples using different verbs (i.e. multiple meanings) in isolation, phrases, and/or short sentences. Then, students practice identifying infinitives, and changing verbs into their infinitive form. That’s basically it. The kids who memorize the “-re” form (while also not confusing it with the other…hundred?…forms that were taught by now) as well as verb meanings (i.e. the kids who have good memorize) are successful. One thing to note here is that the examples and practice sentences tend to lack meaning or purpose within a context. That is, even if there’s some continuity from sentence to sentence, the purpose is still identifying infinitives, not reading to find out what the messages are about. Stop doing all that. Here’s how to teach the infinitive…
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…
**Updated 7.26.2020 with this Cicero quote**
“Hence, if someone does not have a natural faculty of memory, this practice cannot be used to unearth one…”
– Cicero (de Oratore 3.560), trans. James May in How To Win An Argument, 2016
OK fine, the grammar-translation (GT) method has been used for a few hundred years. It’s still the dominant practice for teaching Latin, and widely known. However, what is there to the method, really? I’ve been thinking about this for a long time, but it turns out the method is quite simple. GT actually consists of presenting students with textbook grammar rules they apply to words in order to understand the target language. As a method, then, teachers present rules, but what is GT—really—for the student?
I posit that the entirety of GT can be reduced to memorizing. This makes it less a method, and more just a process. Students listen to or read about textbook grammar rules, and then recall and apply those rules in order to derive meaning. To be clear, this is a fairly complex way to arrive at step zero—establishing meaning. With GT, students not only must do this for themselves, such as consulting dictionaries and grammar notes, which accounts for a lot of “the work,” but the conscious process requires a decent amount of cognitive demand. Actual interpretive communication, on the other hand, either listening or reading, is an implicit, unconscious process, and effortless. In order to effortlessly apply textbook grammar rules while also recalling word meanings, though, a very good, if not uncanny memory, is required. Memory, then, is both paramount to student success with the GT method, as well as something we have no control over…Continue reading
If conventional language teaching is grammar-translation, then we’re all somewhat a group of heretics! Still, there are so many sub groups of CI that it warrants a bit of elucidation. At some point, John Bracey and I were talking about if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. Here are descriptions of all the different CI groups I’ve observed over the past 5 years already in existence, or just emerging:
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…
On Episode 64 of Tea with BVP, Bill mentioned a couple things we’ve heard before, only this time through the lens of parsing (i.e. “moment-by-moment computation of sentence structure during comprehension”). You’ll note immediately that this definition is different from the Grammar-Translation method teacher prompt of “Student X, would you please parse the main verb found in line 2?” in which the pupil gives the person, number, tense, voice, and mood of the verb, which we all know the diligent student can do, though has nothing to do with the psychologically real comprehension of the sentence in which it was parsed.
First Noun Principle
Novice students* of most languages process the first noun they come across (e.g. “Caesarem” in Caesarem canis mordit) as the agent (i.e. one acting, but not necessarily grammatical subject). The savvy language teacher aware of language-learners’ first noun strategy could respond to this by using word order that avoids the misleading tendency.
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.