- If you are trying to pre-teach a number of vocabulary words via storytelling, circling, pre-reading activities, etc., use a lot of proper nouns in English to aid in narrowing and focusing the target words for learners. This is especially helpful at the lower levels.
- Example: The girl is going to the store
- Better example: Cardi B is going to Burger King
While I am sure that example #1 is comprehensible in the target language, example #2 allows learners to focus only on the phrase "goes to" in the target language, since Cardi
B. and Burger King are proper nouns in English.
B. and Burger King are proper nouns in English.
2. When defining an unknown word to students in the target language, be aware that
some students will take the definition literally and not make the connection which we
are intending. Therefore, do everything you can to establish meaning. This is why I
always establish meaning in English, even if I define the word in Latin. I need to ensure
that everyone in the room is on the same page with the definition.
Example: Years ago, I attempted to define the word tristis = non laetus. Now to me and
a number of students, the "obvious" meaning was sad, yet other students thought that
the word literally meant not happy, while others thought it could mean angry or scared.
Afterwards, I had students ask me, "So what word means sad in Latin, if tristis means
not happy?" A better way for me to have done this would have been to also put an
obvious picture, like a sad emoji, to give double input to establish meaning.
Example #2: Years ago in Latin 1, when I was doing a TPR lesson, I was
demonstrating the command porta (carry). I did not formally define the word, because I
thought that the meaning was obvious, so I was telling students "Porta (this) ad ianuam,
"Porta (that) ad me," etc. At the end, I asked students what they thought that porta
meant. While most students said carry, one student replied, "To walk with something
while holding it." If I had established meaning from the beginning, this student would
have been on board with the definition from the start.
some students will take the definition literally and not make the connection which we
are intending. Therefore, do everything you can to establish meaning. This is why I
always establish meaning in English, even if I define the word in Latin. I need to ensure
that everyone in the room is on the same page with the definition.
Example: Years ago, I attempted to define the word tristis = non laetus. Now to me and
a number of students, the "obvious" meaning was sad, yet other students thought that
the word literally meant not happy, while others thought it could mean angry or scared.
Afterwards, I had students ask me, "So what word means sad in Latin, if tristis means
not happy?" A better way for me to have done this would have been to also put an
obvious picture, like a sad emoji, to give double input to establish meaning.
Example #2: Years ago in Latin 1, when I was doing a TPR lesson, I was
demonstrating the command porta (carry). I did not formally define the word, because I
thought that the meaning was obvious, so I was telling students "Porta (this) ad ianuam,
"Porta (that) ad me," etc. At the end, I asked students what they thought that porta
meant. While most students said carry, one student replied, "To walk with something
while holding it." If I had established meaning from the beginning, this student would
have been on board with the definition from the start.
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