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…