**Updated 8.19.20 – The DCC core list of top 1000 Latin words has just 100 cognates.**
sīgna zōdiaca Vol. 1 was published at the end of July, bringing the total vocabulary found throughout the entire Pisoverse novellas to 737 unique words, of which 316 are found on the DCC core list, and of which 319 cognates (see my last post on cognates), including 52 found on the DCC core list (i.e. Pisoverse cognates account for over 50% of the total DCC cognates). That vocabulary size is quite low for what is now almost 50,000 total words of Latin for the beginner found in 19 books. This is what is meant by sheltering (i.e. limiting) vocabulary. Of course, that sheltering didn’t just happen by chance. There have been many decisions of what to keep and what to let go, the process deliberate, and at times methodical. In this post, I share ways to shelter vocab in novellas, and how those same practical steps apply to more informal writing done in the classroom with students…
Jim Wooldridge, aka Senor Wooly, once lamented over having to teach a unit on different kinds of fabric. That was his all time low in terms of thematic vocab textbook teaching. Thematic vocab teaching is basically mini units of specialized vocabulary. However, our reality—in a genuine communicative sense—is that people start getting into specialized vocab when they choose to do something…special…beyond common daily needs and experience.
Since archery is my latest thing, let’s use that as an example. There are a lot of specific terms in archery. Of course, if the purpose is to learn about archery in the target language, I’d probably be using that specialized vocabulary. But do I need them all? In a first year class, maybe I wouldn’t have to go quite as deep into the topic, therefore less-specialized vocab could suffice (e.g. “can you teach me how to hold X?” will be more useful to a student than “can you teach me how to string walk after nocking with a finger sling?”). So, not all of that vocab is necessary when exploring a specific topic to learn about the topic. That is, a particular topic explored lightly doesn’t require the use of highly-specialized vocab otherwise needed when exploring it deeply. Think of the kind of learning that goes on in a survey-level undergrad course vs. a very focused grad course. And in terms of vocab, our students are more like kindergartners!
In this post, I’m asking you to consider something, but only consider it…