Before I started teacher training, my default approach to a story in a Latin textbook was to translate it into English. I assumed that this was how you best understood what was happening in the story, and how you showed that you understood. Although I had done other things as a learner myself, including comprehension exercises, my prevailing memory was of translation. Translation is a highly valued and prioritised skill, as seen in the weight given to it in examinations and assessments – though in my school placements I regularly see ‘translations’ that are near-incomprehensible ‘translationese’ rather than fluent English. This means that often after translating a sentence or passage – a very time-consuming activity – you can ask a student, ‘So, what does that mean? What's going on here?’ and that student will struggle to explain. I therefore wanted to investigate other ways to approach Latin stories. I will not claim that we were reading Latin in the truest sense of reading (left to right, at normal speed, comprehending the Latin in Latin and not needing recourse to English), but the three approaches we explored did engage with the texts without requiring literal English translation.

This paper reflects on a project-based curriculum employing constructed languages to teach linguistics, with a focus on phonology. In a special topics linguistics course, nine students were led through the construction of a language. While students in introductory linguistics courses sometimes struggle with phonology, active engagement with a semester-long language construction project endowed these students with the practical motivation to understand (1) what phonology is, (2) how phonological rules work, and (3) why rules surface in the first place. They readily captured generalizations based on natural classes of sounds, recognizing the systematicity of their constructed phonology. Student performance and engagement in this course support the use of constructed languages as a pedagogical tool in linguistics. Because an ongoing project builds in problem-solving opportunities and processual thinking, highlighting relationships among key concepts, students achieve a more comprehensive understanding of core areas in the broader linguistic picture.

The study concerns the use made by Year 8 pupils of Latin using the ‘Explorer’ digital learning tool (part of the digital learning resources of the Cambridge Latin Course). Through close attention to transcripts of students working in pairs using the tool, which provides vocabulary and language analysis of continuous Latin prose narratives, the author notes its value in promoting inter-pupil discussion and collaborative learning. Recommendations include that teachers should consider the positive value of the tool as a means to promote discussion, but that pupils also need to be taught how to use the language analyser.

This article offers small-scale research findings on the impact of narrative contextual clues as a form of scaffolding in Year 9 Latin lessons. The students of this research learned Latin via the Cambridge Latin Course (CLC) (CSCP, 1998), which provides teachers and students with meaningful Latin in the form of interconnected stories (Hunt, 2016, 88). As Nuttall has argued, teaching students to read interconnected sentences and appreciate a text's meaning and overall message is what separates the act of reading from parsing vocabulary and grammatical structures (Nuttall, 1996, 2–3). Therefore, while the stories of the CLC can be read as isolated entities, the act of reading requires students to consider the overarching narratives of the stories. Furthermore, as students become confident in their Latin proficiency, it is possible to predict what is going to happen in a story just by thinking about what occurred in the previous line. For example, the first CLC story famously opens with the line Caecilius est in tablino (Caecilius is in the study). We can therefore predict that the story could take place in a Roman house and feature different rooms. Of course, this is exactly what happens in the story. This article focuses on the value of contextual clues in guiding students' predictions and promoting them to read rather than merely parse sentences. Ultimately, I argue that contextual clues, which can easily be overlooked as a form of scaffolding, serve as an invaluable aid for students when reading whole pages of Latin.

An animal welfare education community of practice (AWECoP) for those teaching animal welfare science, applied ethology, and/or animal ethics was created to develop a dialogue amongst educators within the field of animal welfare science. The purpose of this paper is to describe the history, objectives, and members’ experiences within this community. AWECoP hosts 6–8 meetings annually for members to discuss topics relevant to our community and exchange teaching resources; within its first two years, the community has grown to 121 members representing approximately 70 institutions across six continents. A 12-question, mixed-method survey was distributed to capture member demographics, engagement with AWECoP, motivations for joining, and self-evaluation of AWECoP’s impacts. Quantitative data from the survey are presented descriptively, while reflexive thematic analysis was applied to the qualitative data. Survey respondents (n = 54) felt that AWECoP is a vital community and safe space for members to share their ideas and receive feedback, inspiration, information, and resources regarding subject-specific and broader pedagogical topics. As a result, a majority experienced professional (e.g. development of new contacts) and personal (e.g. increased feeling of belonging in their field) benefits, as well as impacts realised in their teaching practice. We conclude with an examination of challenges faced in ensuring AWECoP remains accessible to a growing membership and offer recommendations for facilitating similar communities to support fellowship and training in the teaching of animal welfare and related disciplines.

The general public and scientific community alike are abuzz over the release of ChatGPT and GPT-4. Among many concerns being raised about the emergence and widespread use of tools based on large language models (LLMs) is the potential for them to propagate biases and inequities. We hope to open a conversation within the environmental data science community to encourage the circumspect and responsible use of LLMs. Here, we pose a series of questions aimed at fostering discussion and initiating a larger dialogue. To improve literacy on these tools, we provide background information on the LLMs that underpin tools like ChatGPT. We identify key areas in research and teaching in environmental data science where these tools may be applied, and discuss limitations to their use and points of concern. We also discuss ethical considerations surrounding the use of LLMs to ensure that as environmental data scientists, researchers, and instructors, we can make well-considered and informed choices about engagement with these tools. Our goal is to spark forward-looking discussion and research on how as a community we can responsibly integrate generative AI technologies into our work.

This study looks at the effective use of Assassin's Creed: Odyssey to teach Greek Religion at A Level. A focus of this study is to identify good teaching practice in using this tool to improve source recall as well as pupils’ ability to use these sources to support evaluation. A recent blog post on Quinquennium highlighted the potential for this game to be used as a teaching tool (Hinde, 2019), while its educational potential has also been promoted by the developers releasing a Discovery Tour version as a ‘game mode for educational purposes’ which acts as a ‘living museum’ (Ubisoft, 2021). While the development of educational tools for this franchise is fairly recent, the use of video games in education is established, with games like Oregon Trail being used as early as the 1980s (Buday et al., 2012, 259). Moreover, the fundamental ideas behind the use of video games, such as the player engaging in some form of virtual dialogue with the creator, is one which can be traced back to Vygotsky's ideas of learning as a socio-cultural phenomenon (1978). For example, by reacting to stimuli in the game, the player is engaging in a dialogue with the historian or game developer who created the initial stimulus, after which the game responds in turn, thereby engaging with the player's actions. Furthermore, the idea of reward or punishment for certain actions within an educational game is also drawing on behaviourist theories of education, whereby a pupil is conditioned via in-game tokens for recall of knowledge. Indeed, this is one of the ways in which game developers encourage game addiction (Vu, 2017, 1).

In a recent article, Maria Eriksson Baaz and Swati Parashar1 trace the continued salience of Eurocentrism in critical International Relations (IR), demonstrating how the ‘master’s outlook’ continues to stifle the study of global politics; they ultimately encourage an unsettling and even implosion of the discipline. Starting from this proposed ‘implosion’ of critical IR, this article reflects on our hopes, as two current PhD candidates and one early career researcher in global politics, for teaching and learning in this future world. We begin by reflecting on our own complicity in reproducing the Western-centrism of the discipline and consider how this discomfort can be used productively. The article then considers the radical potential of the classroom and the necessity of empathetic, collaborative inquiry to the future of the discipline of global politics. We advocate for an IR which is imaginative, relational, messy, and vulnerable – and are hopeful about how this may animate a meaningful and sustainable implosion. Embracing our discomfort and the possibility of failure, we hope to contribute to the ongoing ‘unsettling’ of academia from the standpoint of incipient feminist scholars and hopeful early-career teachers.

To encourage further interrogation of the language of “survivor-centredness” in the field of conflict-related sexual violence, this article offers a case study of efforts to build and intensify more survivor-centred pedagogy for use in the training of humanitarian workers seeking to address sexual violence in conflict and emergency settings. Set against the backdrop of a literature review of existing usages, it builds on key aspects of an earlier evaluation in which all three authors were involved in different capacities.