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In this final part of our series, Gregory Stringer and I offer our reflections and some of our strategies in responding to the challenges and difficulties presented in part two of our series. (See also parts 1, 2b, and 3). As we teach in two different contexts (online synchronous small-
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In this post Gregory Stringer and I offer our reflections and some of our strategies in responding to the challenges and difficulties presented in part one of this series. As we teach in two different contexts (online synchronous small-group instruction of adults for myself, a US High School for
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[Seumas: There's always a danger of saying too much, of trying to add words upon words upon words. However, I think a preface to the following post is deserving. In part one I laid out some of the language oriented problems in LLPSI, in part two Gregory Stringer
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Today we have a guess post by Gregory Stringer, written with some input from myself. As discussed in Part I, LLPSI is an outstanding language teaching and learning tool. And also, it is not without flaws in terms of both language instruction and content. In Part I we looked at
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(This post co-written with Gregory Stringer) I (Seumas) am happily on record, and will continue to say, that Ørberg's Lingua Latina per se Illustrata, and in particular volume 1, Familia Romana, is one of the best language textbooks in any language. Not just that, but it is
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Yes, but that's okay. In the comments on my recent post about Authentic Language, Alan Wood asks, "What difference does it make that we largely have ‘writing patterns’ rather than ‘speech patterns’?" I think this is neither a feature nor a bug, just a given, of
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Yet another part of our series on objections to communicative methods One objection that you sometimes hear to more communicative methods is that those who are using historical languages productively will ‘get it wrong’ and thus be creating unrepresentative/incorrect language data for learners. This is another in my And
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Part of an ongoing series on objections to communicative methods In my last post on these three inter-connected questions (those who don’t want to speak), I discussed the issue of those who object to the ‘content’ of communicative approaches – e.g. the desire not to speak about daily
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This is a follow-on from ‘on the desire not to speak’, and a continuation of the longer ‘objections’ series. See here for parts one, two, three, and four. And today I want to talk about those whose objection to communicative methods is, paraphrasing Jeremy J. Swist, I don’t
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Part of my ongoing response to answers to Critiques and Comments to Communicative Approaches to Ancient Languages. See here for parts one, two, three. What about students who have selected Latin or Greek because they want to take a foreign language that doesn't require them to speak, or
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This is third in a series of answers to Critiques and Comments to Communicative Approaches to Ancient Languages. See here for parts one and two. @consistam: not a critique, but I'm curious about how proponents of communicative approaches handle the transition to upper level classes, where literary and
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This is second in a series of answers to Critiques and Comments to Communicative Approaches to Ancient Languages. The first post has had some very thoughtful and worthwhile responses so do go and read them. I have quite a few posts to come, so today I thought I'd