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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
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This is the first in a series of answers to Critiques and Comments to Communicative Approaches to Ancient Languages (which is a mouthful and I won't repeat it like that. Essentially, I asked people on twitter for some of their best critiques of Communicative-Approaches, and received a