One universal thing we can discuss with any language teacher is awareness of how much target language we’re giving students (I, Input), how well they understand (C, Comprehensibility), and the reason for doing an activity (P, Purpose). In fact, this focus is central to our school’s Latin department, and keeping track of input is part of my teacher eval goal.
I covered an ELA teacher’s class last Friday, which means the most productive thing to do was complete some kind of menial task. It just so happened that counting up words is exactly that. So, I compared the input my Albāta class students have received to the Latin found in the first four stages of Cambridge. N.B. I chose the Albāta class section because they’ve read the most total words between all class sections (i.e. 1616 to 1755).
Indeed, Albāta students received about 36% more input than Cambridge (1755 to 1117). Surprisingly, though, the unique word count was also higher by about 24% (221 to 169). I wouldn’t have expected that with such an intent on my part to shelter (i.e. limit) vocabulary unlike what is found in textbooks, so let’s take a look…
After the first orientation day of just 12 minute “classes,” I typed up statements using the drawings students did while responding to “what do you like/like to do?” Even though I followed the same plan for the first day as last year, the higher execution of it this year has been…well…crazy.
Last year, each class section read just 50 total words of Latin (10 unique words). This year? There’s 520 total words using 54 unique(17 of which cognates)!!!! Yeah. That’s how much Latin I’ll be able to provide this week after just one very brief meeting, and a decent number of hours writing/typing. Oh, and I’m not keeping track of that kind of work at this point in the school year, doing what I need to do to start off in a calm and confident manner, putting in any extra time beyond the school day I need.
So, how does this year end up including SOOOOO much more input?! First of all, I made sure every 9th grade student was included in the text, clearing the time needed to write about them. Otherwise, I updated a few things. This post looks at those changes…
The differences you can probably see between the two comparison pics are the following…
I’ve had a lot of prep time for a couple years now. How?! Not because of my teaching schedules, but because I constantly streamline practices to ensure I can actually complete my work during the workday. Most of this time is spent typing up class texts for students, as well as researching teaching practices online. Last week, however, I spent waaaaaay too much of that prep time crunching numbers with voyant-tools.org. Here are some insights into the vocab my students were exposed to this year throughout all class texts, and 8 of my novellas (reading over 45,000 total words!). N.B this includes all words read in class except for those appearing in the first 6 capitula of Lingua Latīna Per Sē Illustrāta that we read at the very end of the year. The stats:
550 unique words recycled throughout the year (there were 960 total, but 410 appeared just a handful of times!)
30% came from the first 8 Pisoverse novellas (Rūfus lutulentus through Quīntus et nox horrifica), and not found in class texts.
290 appeared in at least a few forms (i.e. not only 3rd person singular present for verbs, or nominative/accusative for nouns).
2470 different forms of words (grammar!)
45% came from the 8 Pisoverse novellas, not class texts.
I first adopted more realistic expectations of students after understanding how languages are acquired. This was within the first few months of teaching in my first job, so I was lucky; some have never had that opportunity. However, I was still trying to apply what I learned to a textbook program still focused on grammar, so it was a rocky start to any comprehension-based and communicative approach, to say the least. Despite what some might claim, CI and grammar just don’t mix. That is, whenever we decide to teach grammar, even for legit reasons, students are likely not receiving CI.
Would you believe that fūr, Latin for “thief,” is among the most compelling words used in class? The moment a student spontaneously yells out that word, there’s an immediate conflict—a problem to solve. This is gold for comprehension-based and communicative language teaching (CCLT), especially for collaborative storytelling/storyasking!
This is not an audiobook with sound effects or music. It’s not just narration. It’s definitely not repeat-after-me.
This release is part of a new series of audio, Learning Latin via, planned for other Pisoverse novellas. This series assumes a listener with ZERO prior Latin can maintain comprehension and confidence while listening to any book! If you listen to this while following along with the novella (or maybe even without the text!?), you WILL start to pick up Latin.
The audio to accompany Agrippīna: māter fortis is the first offered in the series. There are over 1500 Latin messages, some of which are comprised of 10+ words—none of that isolate word-list, or “repeat-after-me” stuff! This contains 6 hours of Latin! Each chapter has the following 3 tracks: