Abstract
It's the first day of instruction following the holiday break, and you and your students are eagerly anticipating returning to the lengthy Latin reading required for the springtime exams. You take a step back to observe how your students are approaching a new text for the first time as they turn the page to the next selection from one of the canonical Roman authors. Each student dutifully has laid out before them the Latin text, their notebook, a pencil, a Latin dictionary, and any other references or charts they might find valuable in the moment.
Highlights
Reading vs TranslationIt’s the first day of instruction following the holiday break, and you and your students are eagerly anticipating returning to the lengthy Latin reading required for the springtime exams
In addition to the aforementioned benefits of developing tiered readings and incorporating them into your teaching practice, there are a few other surprising and serendipitous outcomes of using these techniques that the authors have observed in our own classrooms
First and foremost, students are no longer intimidated by large chunks of unseen Latin text
Summary
It’s the first day of instruction following the holiday break, and you and your students are eagerly anticipating returning to the lengthy Latin reading required for the springtime exams. You take a step back to observe how your students are approaching a new text for the first time as they turn the page to the selection from one of the canonical Roman authors. Each student dutifully has laid out before them the Latin text, their notebook, a pencil, a Latin dictionary, and any other references or charts they might find valuable in the moment. Perhaps it is at this very moment that you realise that what your students are doing is likely not at all ‘reading’ the text. Classicists, as a profession, have to concede that reading and translating are not the same thing. Translation definitively has a place in language learning, and it is an effective tool for evaluating students’ command of grammatical structures, but, at its core, it is not a comprehension activity
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