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Over on twitter, our friend Travis asks the somewhat provocative question Almost every single Communicative Greek resource I've ever seen commits a very basic error with naming. According to John Lee, Greeks said: τὸ ὄνομά μου or ὄνομά μοι but NEVER τὸ ὄνομά μοι. How has literally everyone
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Lately I've been talking here and there about a few things that all interrelate, so I thought I'd try to bring them together in one post, with a pitch at the end. Reading Easy Greek I spend a lot of time these days reading quite easy
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I'm going to try a thing, where I just post some observations on a Greek passage 'in passing', i.e. not an in depth study or anything, but things I noticed this week. This week is Mark 9:1-29, and I'm using the
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Series forward: One of the things I'm interested in doing more of, is promoting those involved in generated new, original authored materials for Latin and Ancient Greek. I hope this will spotlight some of the amazing work being done and produced, and encourage you to go and read
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Just this week my sodalis latinitatis graecitatisque optimus (Andrew Morehouse) and I launched a new podcast! It's called ἑλληνιζώμεθα and it is an unscripted conversation between us in Ancient Greek about, well, about topics that interest us. The first episode is now live, you can listen on Anchor,
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Thanks to the generosity of a number of individuals, I'm pleased to announce that you can now apply for a scholarship for any of my courses in the coming year. I recognise that because I operate as a private enterprise and this is my livelihood, unlike more formal
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I try not to make this entire blog just information about courses I teach, and I hope to get some more blog content flowing this year, but at the same time this is a very useful venue for me to share about what I'm teaching. In terms of
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Those unfortunate enough to be following me for a sufficiently long time know that apart from my work in Latin and Greek, I am also a student of Scottish Gaelic (Gàidhlig). I have been studying Gaelic for at least as long as Latin, which is to say far too long.
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Generally speaking, I don't consider flashcards to be a high-yield activity for vocabulary acquisition. However I don't think it's entirely pointless. Especially if it's well-implemented, and if the time spent on this kind of revision is (a) liminal time that
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I'm a big advocate for playing games in a target language. I think it creates a language focus which isn't the language itself, so that you are communicating about something else, not about language, and that creates a need to use the language actively and passively
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We're now drawing in on the end of the 3rd year in which I've offered continuous structured small-group classes online in Ancient Greek and Latin. And one thing I have been working both on and towards is offering intermediate and advanced type classes. What do
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Of course, you can just go and read the course descriptions, but it might be helpful to give an overview of what I'm running: Greek 101, 103, 105 These are all courses keyed to Athenaze, where we work through the text of the book 5 chapters every 10