It had been traditional in the old print version of the Journal of Classics Teaching for the editor to compose an editorial. This is something I have decided to start up again for the online version, now hosted by Cambridge University Press with support from the Classical Association. There's a particular reason for doing so in this issue (see below); but I think that it is something that I and future editors will continue from now.
This issue contains a special section on Comprehensible Input (CI), written by a number of well-known practitioners, and independently curated by Keith Rogers. The CI movement is gaining ground in the US, but is little known or understood in the UK. I am indebted to Keith for commissioning the authors of these articles to put pen to paper and record classroom practices and the theory behind then. Because the majority of these articles are written from a US perspective and the US school system differs from that of the UK, I have included a comparison table which I hope is helpful.
This edition of the Journal includes the three Roman Society prizewinning PGCE assignments from each of the ITE courses at Cambridge, King's College London and Sussex Universities. I am pleased also to include a number of articles by contributors from outside the UK, from school teachers, university teachers and even a student – who articulates their reasons for studying Classics better than many adults can! It's great to see JCT turning into a meeting place to exchange ideas and practices across the world and across teaching phases.
Contents
Articles
The Roman Society PGCE Prize winners for 2018
Maximilian Day, BOUDICCA, BROKEN BONES AND BEHAVIOUR MANAGEMENT: A CASE STUDY OF TEACHING CAUSATION AT KEY STAGE 3.
Shane Forde, USING CLASSICAL RECEPTION TO DEVELOP STUDENTS’ ENGAGEMENT WITH CLASSICAL LITERATURE IN TRANSLATION.
Eleanor Vale, AN EXAMINATION OF TEACHER QUESTIONING IN A YEAR 8 CLASSICS CLASS.
Special section on Comprehensible Input, edited by Keith Rogers
Keith Rogers, COMPREHENSIBLE INPUT FAQS.
Robert Patrick, COMPREHENSIBLE INPUT AND KRASHEN'S THEORY.
Michelle Ramahlo, STARTING TO TEACH USING CI.
Lance Piantaggini, INPUT-BASED ACTIVITIES.
John P. Piazza, STRUCTURING CI-BASED PRACTICES FOR SUCCESS.
John Bracey, TPRS, PQA & CIRCLING.
Rachel Ash, UNTEXTBOOKING FOR THE CI CLASS: WHY AND HOW TO BEGIN.
Lindsay L. Sears and Kevin Ballestrini, ADAPTING ANTIQUITY; USING TIERED READERS TO INCREASE LATIN READING PROFICIENCY.
Miriam Patrick, FREE VOLUNTARY READING AND COMPREHENSIBLE INPUT.
Andrew Olimpi, LEGERE DISCITUR LEGENDO: EXTENSIVE READING IN THE LATIN CLASSROOM.
David Carter, USING TRANSLATION-BASED CI TO READ LATIN LITERATURE.
Other articles
Paul Robertson, CATEGORISING AND COMPARING ANCIENT RELIGIONS TO MODERN GROUPS: TEACHING WITH TAXONOMY WORKSHEETS.
Jacob Holke, GRAFFITI ON THE WALLS: AN ACTION RESEARCH PLAN ON HOW MAKING AUTHENTIC OPPORTUNITIES FOR STUDENT COMPOSITION HELPS LATIN 1 COMPREHENSION.
Jerome Moran, WORKING CLASS(ICS): AN IMMODEST PROPOSAL.
Huzefah Hanif, KEEP CLAM: I TAKE LATIN AS A STUDENT.
Alex Imrie, CALEDONIA RESURGENS: REFLECTIONS ON THE CAMPAIGN TO REVIVE CLASSICS IN SCOTLAND.
Reviews
C. A. Shaw, EURIPIDES: CYCLOPS. A SATYR PLAY (A. K. J. Carroll); P. J. Finglass, SOPHOCLES: OEDIPUS THE KING (Peter Olive); S. Murnaghan, MEDEA (Clive Letchford); D. Mulroy, AESCHYLUS: THE ORESTEIA, LIBATION BEARERS, AND THE HOLY GODDESSES (Edmund Gazeley); S. Sheehan, A GUIDE TO READING HERODOTUS’ HISTORIES (Barry Knowlton); C. Tanfield, CICERO: PHILIPPIC II (Edmund Gazeley); J. Godwin, HORACE ODES: A SELECTION (Giles Dawson); L. Frantuono, TACITUS: ANNALS XVI (Hilary Walters); W. M. Barton, THE PERVIGILIUM VENERIS: A NEW CRITICAL TEXT, TRANSLATION AND COMMENTARY (Maria Bergquist); R. A. Billows, BEFORE AND AFTER ALEXANDER: THE LEGEND AND LEGACY OF ALEXANDER THE GREAT (J. M. Lashly); P. J. Rhodes, PERICLEAN ATHENS (Neil Treble); R. Waterfield, CREATORS, CONQUERORS & CITIZENS: A HISTORY OF ANCIENT GREECE (Chloé Barnett); C. Senker, ANCIENT GREECE IN 30 SECONDS: 30 AWESOME TOPICS FOR KID CLASSICISTS EXPLAINED IN HALF A MINUTE (James Watson); J. Osgood, ROME AND THE MAKING OF A WORLD STATE, 150BCE-20CE (Giles Dawson); A. Wallace-Hadrill, AUGUSTAN ROME (John Hayden); C. Cottam et al., OCR ANCIENT HISTORY AS & A LEVEL COMPONENT 1: GREECE (Giles Dawson); R. Cromarty et al., OCR ANCIENT HISTORY AS & A LEVEL COMPONENT 2: ROME (Giles Dawson); F. Dolansky & S. Raucci, ROME: A SOURCEBOOK ON THE ANCIENT CITY (Jessica Dixon); J. McCall, CLAN FABIUS, DEFENDERS OF ROME: A HISTORY OF THE REPUBLIC'S MOST ILLUSTRIOUS FAMILY (Terry Walsh); D. Potter, THEODORA: ACTRESS, EMPRESS, SAINT (A. K. J. Carroll); J. Neumann, COMPANION TO ROMA AETERNA (Clive Letchford); M. Nicholson, MUSEUM MYSTERY SQUAD AND THE CASE OF THE ROMAN RIDDLE (Chloé Barnett).
News and Reports
Submitting an article to JCT
The Journal of Classics Teaching is the leading journal for teachers of Latin, Ancient Greek, Classical Civilisation and Ancient History in the UK. It originated as the voice of the Joint Association of Classical Teachers in 1963 under the title Didaskalos, being renamed Hesperiam over the years, and finally JCT. It has a broadly-based membership including teachers in the primary, secondary and tertiary education sectors. JCT welcomes articles, news and reports about Classics teaching and items of interest to teachers of Classics both from the UK and abroad. If you wish to submit an article, it should be sent to the JCT Editor, c/o the Classical Association [email protected].
Articles are welcome on classroom teaching practice or on studies about the teaching and learning of Classics in the UK and abroad and should be up to 7000 words. There should be clear pedagogical or academic content. News and reports of events of general interest to teachers of Classics should be between 1000 and 2000 words.
All articles should be submitted in Arial 12 point, 1.5 line-spaced and with non-justified margins, and should include the author's name and some biographical details. Images, graphs, diagrams and tables should be submitted separately as jpgs or pdfs as appropriate, with an indication in the text where they should be included. In general, JCT prefers references to conform to the author-date referencing style of the American Psychological Association (APA). The Editor can supply further details of this referencing style if desired. Please ensure that you have permission to reproduce photographs of pupils or the relevant copyright for images, or give details of the origin of the image used. Recent editions of the journal give a guide to the layout of articles. Copies are available on request.
After submission by the author, the article may be submitted to peer review. The Editor reserves the right to suggest any changes that are felt are needed to be made and makes minor corrections. If major changes are thought to be needed, the author will be asked to rewrite the section which needs changing. Once accepted, the author is assumed to have assigned the right to JCT to distribute the publication electronically. Articles are copyrighted by their respective authors, but if published after electronic appearance, JCT will be acknowledged as the initial place of publication.
For the last 50 years JCT and its predecessors have been published in hard copy and made available to members of the Joint Association of Classical Teachers. From 2015 JCT has been available freely online, supported by the Classical Association. Back issues of hard copies of JCT are available from the CA Shop and as downloadable pdfs of individual articles freely online via the Association for Latin Teaching website www.arlt.co.uk.
Open access
