I am excited to share with you that I had an article published in Teaching Classical Languages, CAMWS's peer-reviewed journal. I presented over the usefulness of Movie Talks and how to prepare and deliver Movie Talks a couple of years ago at ACL Institute, and was approached by John Gruber-Miller to write an article, so I am really pleased that I got this opportunity to publish my article.
My article begins with Comprehensible Input theory and a little discussion of Second Language Acquisition, and it is really the place where, at least to myself, I first articulated the three C's of CI: Comprehensible, Compelling, and Caring. Since then, we (Keith, Miriam, Bob, and myself) have spent a lot of time supporting that triple structure because I think it resonates with all of us, but it was in writing this article that I was able to simplify the concepts into those three words.
After that, the article clarifies how Movie Talks apply CI theory to concrete teaching practice and gets to work describing them and how to write and deliver them effectively in the classroom. I provided examples, all linked in the article, which is why I haven't written about them here--I didn't want to post anything I had already promised to the article.
If you want to read more, you can find the article here:
The MovieTalk: A Practical Application of Comprehensible Input Theory
In addition, John Piazza, another awesome CI Latin teacher had an article published in this issue of Teaching Classical Languages. His article discusses the recent rise of Latin novellas and their potential uses in the Latin classroom. When explaining why the novellas had been written, I especially appreciated Piazza's emphasis on the difference between extensive (a lot of Latin with repetitive, sheltered vocabulary) and intensive (varied vocabulary and emphasis on close interpretation of grammar, etc.) readings, and the lack of extensive reading provided by current textbooks.
Piazza then describes ways to use novellas in class. He points out that one of the strengths of using a novella that allows all students to comprehend the story is (158)
that the successful reading of a chapter or a passage, or the entire novel itself, is not the end, but rather the beginning or midpoint of a process whose outcome is the interpersonal and creative use of the language as communication. Once basic understanding has been achieved, students are encouraged to use the text as a means to demonstrate a broader form of creative proficiency that is not limited to the book or the text or the vocabulary specific to that book.In addition to discussing use of novellas as whole-class readings, Piazza describes Free Voluntary Reading and how he has organized it in his classes, and even provides an overview of Latin novellas that have been published. Piazza intersperses all with links to activities for using these novellas in classrooms, how he has used them in his own classes, how others have used them, and a page that he keeps up-to-date concerning Latin novellas.
To read the full article, you can find it here:
Beginner Latin Novels, a General Overview
Definitely an article worth reading!