This new textbook for Latin beginners from the Polis Institute does not look like any Latin textbook you will have seen before. Written almost entirely in Latin, it shows meaning through very carefully considered and attractive line-drawings which are integral to the method. The only English is in the introduction, which explains the approach taken in this book, with elements from ancient Roman education, the Orbus Pictus of Comenius in the late renaissance, and François Gouin in the 19th century.

As well as historical precedents, the book takes on board some of the latest research on how languages are taught and learned most effectively. It believes in an approach using listening, speaking and movement from the outset, since research suggests that use of these methods is more efficient and helps fix material in the long-term memory more quickly than more traditional ways. Research also strongly suggests that real fluency in reading a language at higher levels can only be attained through speaking the language, since fluency requires a different process in the brain which is not activated by traditional approaches. For those who are concerned that a spoken approach results in imprecise or ungrammatical Latin, the book instils high quality, idiomatic Latin into the student from the start.

The book uses a technique developed at the Polis Institute named ‘Living Sequential Expression’. Polis has adopted the technique for other ancient languages including Greek, Biblical Hebrew and Coptic. All languages the Institute offers are taught using full immersion and aim to develop speaking, listening, reading, and writing skills. More about the method and ‘Living Sequential Expression’ can be seen at https://youtu.be/E4iMjYoTZ08.

Ricoh follows the insight of Gouin that everyday actions occur in particular contexts and in simple sequences. He uses this as a central organising principle for initial language learning. For example, the first actions in the course (which must be physically acted out) are surge! ambula! consiste! consede! (get up, walk, stop, sit down), all illustrated by simple line-drawings. The student hears the command; then physically carries out the command (imperative forms); and then describes what he/she is doing (first person singular form), tells someone else what they are doing (second person singular) or describes the actions of others (third person). The line-drawings themselves are clear and entertaining and sometimes witty. It is easy to see that they have been refined by a lot of use in the classroom.

Endings as well as vocabulary are internalised by the meaningful context, the use of multiple senses (hearing, reading the word, seeing the picture, speaking) and by the much greater repetition than that offered by more traditional reading courses. Although no grammatical explanations are given in the text, there is plenty of scope for the teacher to explain and draw attention to what is going on. This can be in an immersive environment, as used at the Polis Institute, but it is equally possible to use English to explain and guide students.

In some ways the method uses an approach based on Comprehensible Input, but it rejects the view that input is sufficient on its own. The method is rigorous in structuring the input in a logical way, based on everyday activities, but then requires output from learners as a way of helping them to internalise the language.

The method has been refined through use. It works – but it has been used primarily for highly-motivated postgraduate students. This approach would be a non-starter as the main method of instruction in the UK at the current time. Few teachers have any experience of using spoken Latin, and the age range, lack of contact time and the exam-driven nature of our education system militate against it. However, my experience is that there is great value in introducing a little spoken Latin: it promotes greater fluency in reading and can be enjoyable for teachers as well since it introduces a very different dynamic with students.

Some of this book could be adapted for brief bursts of spoken Latin – for example for learning or revising parts of the body or for adverbs of place or the less common prepositions. It would also be a good text for a Latin club. Younger learners would enjoy the physicality and practical approach. A Level students would appreciate seeing how Latin has been a living language and can still be used to communicate and to internalise basic grammar in a more natural way. This book is a great resource for teachers who think they can't speak Latin but are interested in giving it a go with their students. With such a structured resource, trying it out becomes a real possibility.