Latin for Students with Severe Foreign Language Learning Difficulties

Abstract

Abstract “I never thought I could understand a foreign language until I found Latin. Whenever I tried to learn a language, I never knew what the teacher was saying. I couldn’t even figure out when one word she said ended and the next one began. I didn’t get the words on the page either. I would try to study outside of class, but I never knew what to do so I would just come back to class the next day to try to get help, but then I would feel even worse because everyone else seemed to know the answers. First, I would try to keep my eyes down to avoid being called on, but a few days later I would skip class. When I came back, I was totally lost and I knew I had to drop. But Latin is different. I have to work at it, but I can figure it out. I think I’ve found my language.” When words such as these are spoken, chances are good that the speaker is a student who either possesses LDs (variously defined as “learning disabilities,” “learning difficulties,” or “learning differences”) or can be identified as a “high-risk” foreign language learner. Chances are also good that the Latin teacher who hears them has invested much thought and energy into creating the kind of classroom situation, communication structure, course materials, and evaluation processes that allow students at risk of failure in foreign language (FL) classes to succeed along with their more adept peers. Establishing and maintaining such a classroom is a continually challenging endeavor, but experience shows that it is nevertheless possible.