Teaching and Learning Latin in the Key Stage 3 Classroom: Using the Cambridge Latin Course Explorer Tool - Cambridge University Press
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Teaching and Learning Latin in
the Key Stage 3 Classroom: Using
the Cambridge Latin Course
Explorer Tool
by Francis Hunt
Introduction speed up their reading and translation of
the stories’ (Lister, 2007, p. 112). It is an
I decided to teach two lessons to a Year 9
mixed-ability Latin class. My school is a
electronic version of every story, with a comprehensive girls’ school in a wealthy
The Classics department at my school has
quick-click function that allows the user catchment area. Latin is compulsory in
32 Apple iPads. This allows for extensive
to click on a Latin word in order to Year 7 as one out of four subjects on a
individualised use of ICT in Classics
immediately access the dictionary ‘carousel’ course of around 13 lessons,
lessons. Having access to tablets opens up
definition of that word as given at the where pupils rotate subjects over the
many possibilities, not least the fact that
back of the textbook. It also parses the course of the year in order to get a taster
students can stay in their usual classroom
words from Book 2 onwards, if desired. It of four subjects. Year 7 Latin pupils read
and pick up their tablet periodically to aid
also keeps a record of the words clicked the first 4 Stages of the CLC Book 1. In
their learning. This facility lends itself
on and builds a personalised vocabulary Year 8, pupils opt to continue taking two
perfectly to the Cambridge Latin Course
test for students. The Explorer Tool is out of the four subjects. In Year 8 Latin,
(CLC) electronic resources. There are
meant to speed up the translation of Latin pupils complete the CLC Book 1. In Year
many online activities, games and
as the student does not have to spend 9, pupils opt to continue taking one out
exercises on the CLC website which were
time looking up all the words they do not of those two subjects. In Year 9 Latin,
developed to support learning through
know at the back of the textbook in every pupils complete the CLC Book 2. I
supplementary activities based on the
sentence. In 2005 Laserson conducted an decided to choose to conduct my research
original print materials. However, it is only
investigation into pupils’ use of and on a Year 9 Latin class, because I thought
when students have frequent and
attitude towards the ‘explorer tool’ (cited that they would be at a more advanced
individual access to these resources that
in Lister, 2007). She found that most stage with their Latin language, so they
they can reap the benefits. My school,
pupils prefer using the tool for translation would be able to tackle longer and more
equipped with iPads, has provided the
and believe that it helps them to translate complex passages with a great range of
perfect opportunity to conduct a case
faster. However, I thought that it would vocabulary. In addition, they have had two
study on the experiences of students
be a useful research question to ask years being trained in how to use the
using a CLC online resource in Latin
whether the tool actually achieves its Explorer Tool on their iPads when
lessons. As a PGCE student who has
objective of helping students ‘develop translating Latin passages, so I would not
recently completed an undergraduate
fluency by providing them with the have to teach them how to use it. The
degree in Classics, I have had a lot of
chance to read much greater amounts of Year 9 Latin class comprises 16 mixed-
experience using electronic tools to aid
Latin’ (Hunt, 2016, p103). In particular, ability students, including some who have
the translation of Latin texts, namely the
whether it helps students to read the story already decided to continue Latin and
programme ‘Diogenes’, and the website
quickly and understand it. others who have decided to drop it at
http://www.perseus.tufts.edu. For this
GCSE. While there are a number of
reason I was particularly interested in the
high-attaining students in the group, their
use of ICT as a tool to aid the reading of
Latin and enhance language acquisition. Context Setting predicted GCSE grades range from 4–8
under the new GCSE 1–9 grading
The CLC’s Explorer Tool is an
system1. There are a number of students
electronic resource that was designed ‘to In order to conduct my research on the
with special educational needs in the class.
help pupils’ language acquisition and experiences of using the Explorer Tool,
I taught the two lessons on Stage 15 of
The Journal of Classics Teaching 19 (38) p.42-49 © The Classical Association 2018. This is an Open Access article, distributed under the terms of
42 the Creative Commons Attribution
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https://doi.org/10.1017/S2058631018000211
Book 2 of the CLC. In the first lesson, (Gibson, 2001) suggests that in conventions and artifices that are
pupils completed a comprehension on the classrooms using technology, teachers characteristic of the literature being
passage ad aulam using the Explorer Tool. ‘expect more from their students; can studied.
There was a gap of one lesson where present more complex material; believe To give an example of these
pupils translated the next passage in the students understand more difficult objectives being met by technology, take a
book and were formally introduced to concepts; can more effectively meet the classroom fitted with a data projector and
relative clauses. In my second research needs of individual students; can be more an interactive whiteboard. These tools are
lesson, pupils completed a student centered in their teaching; are commonplace in UK classrooms today
comprehension of the next passage in the more open to multiple perspectives on (Hunt, 2016), and have perhaps had the
Stage, ludi funebres I, using the Explorer problems; are more willing to experiment; greatest impact on Latin teaching. In a
Tool. At the end of the lesson, I asked feel more professional because they help literature lesson on Book 1 of Virgil’s
pupils to complete a questionnaire on the people learn rather than dispense Aeneid, a teacher could guide a class
Explorer Tool. After the lesson, having read information’ (Gibson, 2001, p. 40). through a passage of Latin displayed on
the pupils’ responses on the However, we should be cautious about the interactive whiteboard. They could
questionnaire, I conducted an interview such a statement due to Apple’s annotate individual words or endings of
with five of the pupils. This group commercial interest. However, as Hunt words in the text to aid translation. They
contained a range of pupils with mixed notes, teachers are aware of how could then project onto the screen a
attainment, some with special educational motivated students are to use technology virtual tour of Rome, and use this to
needs, some who want to continue Latin both inside and outside the classroom. He prompt discussion about the culture.
and some who want to drop it. explains that technology has had the most Finally, a similar approach to the
impact on students’ attainment in Modern translation of the passage could be
Foreign Languages than in any other applied to literary analysis, with the
subject. This is primarily due to the teacher annotating the text with stylistic
Literature Review authentic audio-visual material that ICT points found by the students. This lesson
can provide in the target language (Hunt, meets Sharwood Smith’s (1977)
ICT in the Classics Classroom 2016). Some of these benefits also apply objectives. The annotations on the
directly to Classics, such as PowerPoint interactive whiteboard could be saved and
In the world we live in today, technology presentations. However, it is necessary to emailed round to students, ‘lending
has a greater role than ever before: it is look at some of the specific uses of greater efficiency to the lesson and
intrinsic in our everyday lives, and has technology in Classics. allowing more flexibility in recalling and
fundamentally changed the way we The use of technology in Classics recasting what took place in prior
‘access, work with, and communicate has grown rapidly over the past few learning’ (Hunt, 2016, p. 102). As Hunt
information’ (Gibson, 2001, p. 40). It decades, and Hardwick (2000) anticipates (2016) explains, the ability for the text to
seems to make sense, therefore, that the further growth in the future, opening up be written over a number of times, and
way in which we structure learning in new possibilities for the way in which we for the text to be digitally manipulated in
schools should be adapted to the world of teach the subject. Lister (2007) describes any number of ways, is a great benefit.
technology around us, so that we best how there was an initial scepticism Furthermore, these examples not only
prepare students for later life. towards technology among Classics meet Sharwood Smith’s (1977) objectives,
However, it is not sufficient simply to teachers when it was first introduced, but but enhance them. By adding in tablets to
use technology in the classroom so that by 2007 few classicists would disagree the same lesson, students could benefit
students have more interaction with that technology could enhance teaching. from kinaesthetic interaction with the
technology, but it must be used in a way For example, computers and tablets can text, for example by making their own
that contributes towards the goals of speed up tasks, such as searching for annotations on the text and sharing them
teaching: ‘The value of any technology definitions of Latin words; they can with the class: as Nicholls experienced
for education is proportional to the need animate mundane activities such as during a case study on a similar task, the
for that technology in realising vocabulary testing; and they can give greater level of autonomy afforded by
educational objectives’ (Gibson, pupils the opportunity to conduct both having individual devices encourages a
2001, p. 56). Similarly, Hardwick warns individual and collaborative research. high level of participation, ‘giving the
that as the use of technology becomes With the aid of the extensive students the ability to interact with the
more widespread in teaching, it is crucial functionality that is offered by current text and make all the decisions, both
that its distinctive role is assessed, as technology, teachers are better equipped cognitively and physically, greatly
‘mere reproduction on screen of what to achieve the threefold functional chang[ing] the dynamic of the classroom
may already be perfectly easily accessed objective of a Latin or Classical Greek and [giving] the students increased
and used in print does not justify massive course as outlined by Sharwood Smith confidence’ (Nicholls, 2016, p. 15).
investment of time and resource’ (1977): developing an ability to translate However, while this example
(Hardwick, 2000, p. 293). Fortunately, unseen material up to a certain level of illustrates the potential of a simple data
research has shown that technology does complexity; developing a cultural projector and interactive whiteboard in
contribute towards and enhance the goals appreciation of the outside world the Classics classroom, both Hunt and
of teaching. For example, evidence from peculiar to the language; and developing Lister note that technology is only
the Apple Classrooms of Tomorrow some literary appreciation of the beneficial through effective practice.
Teaching
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IP address: Latin inonthe
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Jan Stage
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Classroom: Usingtothe
subject theCambridge
CambridgeLatin
Core Course
terms ofExplorer 43
Tool at https://www.cambridge.org/core/terms.
use, available
https://doi.org/10.1017/S2058631018000211
While technology ‘can enhance the information and interactive activities, and to long-term memory (for example,
interactions that take place in the e-Learning resources to support Books through making links with words they
classroom and lead to even greater and One and Two of the CLC. already know). The former of these
faster progress for all students’ (Hunt, One of the most popular features of processes highlights the need for students
2016, p. 101), it should not be used the CLC website is the Explorer Tool, an to learn to be discriminating in their use
without due thought. Effective practice electronic resource which is loaded with a of the tool: if they do not exercise some
can mean combining the most up-to-date digital version of every CLC story, where restraint and simply click on every word
teaching methods with traditional each word can be clicked to give the without thought, then they might lose out
teaching methods, in a form of ‘blended dictionary definition as found in the back on the benefit of trying to work out an
learning’, which involves mixing learning of the textbook. Looking up unknown unknown word through context. Luckily,
styles and methods to meet students’ words in a dictionary might take 30 research suggests that although students
interests and needs, while also making full seconds or more, so the quick-click may overuse the quick-click look-up
use of technology (Lister, 2007). Hunt look-up feature of the Explorer Tool can facility at first, after a certain amount of
(2016) gives the following example of save a student a lot of time, which can be time they learn to use it more selectively
good practice, combining the traditional used to read more Latin. The technology (Griffiths, 2005, in Lister, 2007).
textbook with technology: students view was originally created to aid However, as Lister suggests, it is overall
the interactive whiteboard, translate a undergraduates at Cambridge struggling important for teachers to discuss with
passage from the book, and look up to read large volumes of Latin in their students the value of technology in
references on a tablet. Lister (2007) first year, after research showed that they supporting their work, so that they can
suggests that the concept of blended were spending on average 70% of their become ‘mature, sophisticated users of
learning can also be taken outside the time looking up words and only 30% ICT’ (Lister, 2007, p. 115).
classroom. For example, he says students reading (Lister, 2007). The Explorer Tool is versatile, and can
could complete some independent While the Explorer Tool has been very be used in multiple ways in the classroom.
learning at home using the CLC website popular, there has always been a certain Hunt (2016) divides its functions into three
resources, rather than completing the level of scepticism among teachers and categories: it can be used as a teaching tool,
same task in class. He says this could students towards it. Laserson conducted where the teacher selects the words to click
potentially be used to prioritise tasks in an investigation in 2005 into pupils’ use on to provide scaffolding for students; it
the classroom that require the teacher’s and attitude towards the tool. Laserson can be used as a diagnostic tool, where the
guidance. Both Lister (2007) and Reinhard (2005) met with 47 students aged between teacher asks students whether they know
(2012) predict that openness towards 13 and 14 across three state schools, in how to translate specific words, and only
integrating technology into Classics which Latin was run after school for an clicking on them if they do not; it can be
teaching will play an important role in the hour once a week. The classes took place used as an assessment tool, where students
survival of the subject. Lister (2007) in a computer room under the recall the meaning of a word, and the
argues that computers are not a substitute supervision of a teacher (normally a teacher clicks on them to immediately
but a complement to the classroom non-specialist). Laserson (2005) found correct them if they are wrong. Just as with
teacher that, if exploited in full, can play that 67% of the students asked prefered all technology in the classroom, only some
an important part in securing the survival using the tool for translation, and a similar uses constitute effective practice. For
of Classics in schools. Similarly, Reinhard high percentage believed that by using it example, a student using the tool on a
(2012) argues that by incorporating they translated faster, more accurately and tablet might click on all the words in each
technology into the Latin classroom, the with better understanding of the plot and sentence without thought, and try to piece
interest of students is maintained and grammar. However, despite this very them together like a jigsaw puzzle. For this
Latin is kept competitive with modern positive feedback which suggests that the reason, it might be better for a teacher to
languages, helping to improve enrollment developers of the technology achieved project the Explore the Story window onto
and retention numbers. their goal, Laserson’s questionnaires the interactive whiteboard and guide the
revealed a common feeling of uneasiness class through a translation together,
ICT and the CLC about the tool among students. This thereby controlling the words being clicked
feeling stemmed from the idea that using on. Another idea might be to specify the
The CLC was created by the Cambridge the tool does not constitute ‘real work’, as number of words the students are allowed
Schools Classics Project, which, as some students believed that using the tool to click on before they start translating.
Swithinbank (2009) explains, has always was like cheating, as you did not have to Innovative practice using the Explorer Tool
had a tradition of forward thinking: this go through the graft of looking up words can involve whole class teaching, group
began with its creation of the CLC, in the back of the textbook (Laserson, work and individual use (Hunt, 2016). For
taking the revolutionary inductive 2005). As Lister (2007) notes, this example, a student could peer-teach the
approach to learning Latin, which takes misconception needs to be challenged, as rest of the class using the tool for support;
the form of a reading course, as opposed the amount of effort pupils put into the teacher could allow small groups of
to the traditional grammar-translation looking up a word does not affect how low-attaining students to use it during a
approach of its predecessors well they remember it. Rather, it is partly certain activity; students might work in
(Swithinbank, 2009). Moreover, beyond through the process of working it out pairs skim-reading the story and feeding
the course book, they created the CLC from context before looking it up, and back to the rest of the class; students might
website2 which is packed full of partly the methods they use to commit it be encouraged to complete a translation or
44 Teaching
Downloaded from https://www.cambridge.org/core. and Learning
IP address: Latin
46.4.80.155, onin04
the Key
Jan Stage
2022 3 Classroom:
at 02:27:37, Using
subject the
to the Cambridge
Cambridge Latin
Core Course
terms Explorer
of use, Tool
available at https://www.cambridge.org/core/terms.
https://doi.org/10.1017/S2058631018000211comprehension aiming at a deep reading purpose to a very specific set of features Both comprehensions referred to in
of the text individually. Using the tool for about which direct data can be gathered’ the passage below are given in the
individual translation could prove (Cohen, 2000, p. 246). Appendices A and B.
particularly productive, as teachers have The comprehension in the first
found that facing a passage of Latin for lesson was based on the passage ad aulam
translation can be daunting for students,
and can causes them to freeze in panic
Research Questions at the start of Stage 15, which is a 47-line
narrative in which Quintus and Salvius
(Newland, 2016). The interactive nature of process to the palace of King
Main research question:
the Explorer Tool can provide the Cogidubnus, bringing their gifts from
Does the ‘Explorer Tool’ achieve its objective of
scaffolding and comfort needed to help tripodes argentei. The comprehension was
helping students develop fluency by providing them
students get started. out of 30 marks and included 21
with the chance to read much greater amounts of
questions which covered the whole
Latin?
passage. I gave the students 45 minutes to
Subsidiary questions:
complete the comprehension, and all but
Methodology and research focus Does the ‘Explorer Tool’ aid with understanding
the story?
three students finished all 21 questions
within the time limit (one other student
Does the ‘Explorer Tool’ aid with speed of
I had to collect documentary evidence clicked submit on Socrative early, without
reading Latin?
and decide on what form this should take answering the final two questions). The
Does the ‘Explorer Tool’ affect accuracy of
in order for it best to reveal whether the three students who did not finish all the
comprehending Latin?
Explorer Tool was aiding pupils’ questions within the time limit all got up
understanding of the narrative and speed to question 18. The slower progress of
of reading. For this reason I decided to these three students is insignificant, as
ask pupils to complete a comprehension Findings and analysis they all normally work more slowly than
of each passage, one passage per lesson. I others when reading passages. Some
decided to use the website Socrative3 to Documentary analysis students finished earlier than the
create the comprehension: this app allows 45-minute time limit- the earliest was at
pupils to log in to an online virtual In both lessons, before setting the about 35 minutes (students who finished
classroom on their iPads and answer pupils the comprehension using the early were given an extension task).
pre-made questions with short written Explorer Tool, I got them to recap orally Overall, I found these results
answers. The benefits of this method of the narrative and characters in Stage 13 encouraging, as they suggest that the
data collection include: the collection of and 14 of Book II of the CLC, to Explorer Tool does indeed aid speed of
all the data as a report on one spreadsheet; remind them of the context. For translating, which is one of its main
the ease of reading the answers for data example, in the first lesson, before objectives. In my personal experience of
analysis; the ability to identify trends as tackling ad aulam, pupils orally answered pupils translating without the Explorer
answers from all students are collected on the questions that would be relevant in Tool, pupils take roughly two minutes to
one page. In addition, using the Socrative the upcoming story. This provided translate one line of Latin. Based on this
website in combination with the Explorer enough background on the storyline basic assumption, in 45 minutes I would
Tool allowed students to complete the task and character relations for them to expect most pupils to get through about
solely on the iPad. There was no need to attempt the comprehension. 23 lines of Latin. This suggests that the
put the iPad down and write answers to
questions on a piece of paper; they simply
had to switch tabs on their internet
browser between Socrative and the Explore
the Story window.
In addition to the data collected
from the CLC comprehensions on
Socrative, I conducted a questionnaire and
interview for the class. The purpose of
the questionnaire was to assess student
perceptions of the Explorer Tool,
specifically relating to its intended
purpose. I itemised the subsidiary topics
relating to the central purpose into the
following categories: ‘does it aid with
understanding the story?’; ‘does it aid
with speed of reading Latin?’; ‘does it
affect accuracy of comprehending Latin?’
From these categories I formulated my
specific questions. In this way, I moved
from ‘a generalised area of interest or Figure 1. | ad aulam (CLC Stage 15), showing analysis of ‘longissimum’
Teaching
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IP address: Latin inonthe
46.4.80.155, 04Key
Jan Stage
2022 at3 02:27:37,
Classroom: Usingtothe
subject theCambridge
CambridgeLatin
Core Course
terms ofExplorer 45
Tool at https://www.cambridge.org/core/terms.
use, available
https://doi.org/10.1017/S2058631018000211Explorer Tool aids speed of translation and Britons at this time? 2 marks’. On responded to using the Explorer Tool. The
because almost all the pupils read 47 lines account of the mixture of questions in Explorer Tool makes a huge difference to
of Latin (over twice the amount) in the the comprehension, students had to one student, who is dyslexic and struggles
same time period. This suggestion is very understand the Latin on both a narrative to retain vocabulary. Without the tool,
limited, in particular because a level and deeper level in order to score this student takes a long time to translate
comprehension does not require students highly. Therefore the high average results as she has to spend a lot of time looking
to translate every word of the passage. suggest that the Explorer Tool does achieve up words. This makes reading Latin
However, the questions in the its objective of aiding understanding of tedious and onerous for her. However, the
comprehension were designed to cover all Latin and increasing fluency. Explorer Tool allows her to read Latin
of the narrative in detail, and required Due to the Explorer Tool being aimed much more fluently and appreciate the
students to read and understand the at increasing speed of translation, there is story, without so many points of
whole passage. For example, question 8 a danger that the nature of the quick-click disruption to look up words in the back
was: ‘What problem has Varica come to look-up function could result in a loss of of the book. In the first comprehension
Salvius about? (lines 10–12)’. This accuracy with regards to students she scored 29.5 out of 30, highlighting
question required pupils to read and understanding the Latin. There was some how accurate and fast her reading of the
understand three lines of Varica’s direct evidence of this from trends in mistakes Latin was.
speech and condense them into his overall in the first comprehension. For example, A final example of the benefits of
problem. Most of the answers reveal that for the question: ‘How is the procession increased speed of translation to pupils is
pupils had read at least two of the lines of described? (line 1 agmen longissimum) 1 a student with mental/emotional health
Latin. For example, one answer was: ‘It mark’, only 6 out of 15 pupils recognised issues. This student struggles to stay
was difficult to advance the procession the superlative. This is likely to be because focused on one task for a long period of
because the Britons have filled the street’, they clicked on longissimum and saw the time, so it would not be possible to expect
which covers lines 10–11 in the Latin. In dictionary entry for longus, ‘long’: her to spend 45 minutes on a
line 12, Varica simply asks what he should While a mistake such as this one is comprehension on a 47-line passage,
do, so it was not necessary to include this unlikely to affect a pupil’s understanding slowly looking up every word she did not
in the answer. of the narrative, a similar mistake might. know in the book. However, with the aid
While the results of the first For example, for the question: ‘What were of the Explorer Tool, she completed all but
comprehension were encouraging about the slaves holding? (line 2 qui virgas longas the last two questions accurately in 35
speed of translation, there is no benefit tenebant) 2 marks’, only seven out of 15 minutes.
of speed if pupils do not understand the got that virgas (‘rods’) was plural - the rest The second comprehension on ludi
Latin. However, the average mark in the all put (‘a long rod/stick’). This is most funebres I provided similar results to the
first comprehension was 26.8 out of 30, likely because they clicked on the word first. 14 pupils were present in the lesson,
which equates to 89.3%. This average and saw virga, ‘rod, stick’. This mistake but three left very early for a sports fixture.
score included those who did not finish all could affect a pupil’s understanding of the The passage is 15 lines long, and there were
of the questions, whose scores brought passage later, as the slaves holding the 19 questions covering the whole passage.
the average down. Therefore this high sticks later use them to clear the Britons The marks were out of 35, and the average
average score suggests a generally solid out of the road by waving them. Similarly, mark (for the 11 who were present for the
understanding of the passage. The for the question: ‘What were the three whole lesson) was 34, or 97%. Pupils were
comprehension included a range of maids walking behind them doing? (lines given 40 minutes to complete the
questions designed to test pupils’ 3–4 quae urnam et tripodas portabant.) 2 questions, but the vast majority finished in
understanding of the narrative as well as marks’, only four out of 15 pupils wrote 20–25 minutes. This supports the data
their deeper reading of the passage, urnam as singular ‘jar’. This is likely to be from the first comprehension that suggests
including, for example, an understanding because the rest of the pupils quickly read that the Explorer Tool aids speed of
of characters and emotions. Some the couplet urnam et tripodas, and assumed translation. The extremely high average
questions were short, requiring basic that since tripodas was plural (as given partly reflects the passage and nature of
factual responses, for example: What was when clicked on), urnam must be too. the questions, which mostly required
Varica afraid of ? (line 17 qui dominum However, this detail is important for the shorter factual answers. There were also
iratum timebat) 1 mark. Other questions narrative as Salvius’ gift to the king (from fewer opportunities for small mistakes
required pupils to read more Latin, and the passage tripodes argentei) is one bronze such as singulars and plurals. However,
select details, for example: ‘After the wine-jar, while Quintus’ gift is two silver there were still some longer questions, and
forerunners throw the wagon in the ditch, tripods, which was a source of tension questions that required pupils to analyse
how do the young men react? Give two between the two characters. In this way, characters and emotions, and evaluate the
details (lines 43–4) 2 marks’. Some this trend in mistakes suggests that pupils narrative to show their understanding, for
questions required students to infer might think less about the endings of example: ‘Would you support the
emotions and relations from the narrative words when using the Explorer Tool, and Regnenses or the Cantici in the boat race?
and actions of different characters, for this can occasionally hinder their real Why? 2 marks’. In general, this question,
example: ‘Salvius says “non decorum est understanding of the Latin meaning. which required an understanding of the
Britannis cives Romanos impedire”(lines A final point of interest from the overall story, was answered well, with
14–15). What does his attitude suggest comprehension data of ad aulam is how students supporting their answers with
about the relationship between Romans students with special educational needs reference to the characters and tribes. One
46 Teaching
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IP address: Latin
46.4.80.155, onin04
the Key
Jan Stage
2022 3 Classroom:
at 02:27:37, Using
subject the
to the Cambridge
Cambridge Latin
Core Course
terms Explorer
of use, Tool
available at https://www.cambridge.org/core/terms.
https://doi.org/10.1017/S2058631018000211sentence. However, one reason mentioned
that the tool did not help with
comprehension questions that required
students to explain their opinion, so there
was still an element of challenge. The
reasons cited by the three students who
said that it makes comprehension too easy
all misconceive the quick-click look-up
facility as a form of cheating: ‘It gives us
all the answers. It is difficult to get it
wrong.’ ‘It means I find the answer almost
too quickly.’ ‘It means we have to work
slightly less.’ Laserson (2005) also found
this misconception among students when
researching the Explorer Tool, which led to
a tension between the fact that students
liked the idea of the tool, but were
sceptical about whether it constituted ‘real
learning’ without the hard graft of using a
Figure 2. | ad aulam (CLC Stage 15) showing analysis of ‘ancillae’ dictionary. Interestingly, those who said
that it makes comprehension ‘too easy’
example of a good answer was: ‘I would space to explain the answers, and eight were all the highest achievers in the class.
support the Regnenses to win as they have further questions on a Likert scale, with a This might suggest that some high-
a brave and honest leader and the Cantici space below for additional comments. achievers believe that hard graft should be
are quite stuck up compared with the The results from the questionnaire were rewarded. It is possible that some of these
Regnenses. I love it when the underdogs revealing and correlated well with the data students do not like to see their less-high-
win and put the other team in their place.’ from the comprehension. The first achieving peers having the same level of
In this way, the high average score for this dichotomous question was whether the success with the work of looking up words
second comprehension supports the data Explorer Tool enabled them to understand which the high-achievers already know.
from the first comprehension, which the story. All the students confirmed that The results of the Likert scale
suggests that the Explorer Tool does achieve the tool helped them understand the questions were generally predictable.
its objective of aiding the understanding of story. All of the written explanations to Below are the averages from all the
Latin. this question except one referred to the responses (1 was strongly agree and 5 was
Due to the very high average score for fact that it saves time on looking up strongly disagree):
the comprehension of ludi funebres I, there words. The student that did not mention
were not any trends in mistakes. However, time gave a perceptive answer about how 1. The explorer tool helps me read Latin
there were a couple of small errors that it allows her to focus more on faster as I don’t spend time looking
may be partly due to the use of the Explorer understanding the story and the grammar: words up in the back of the book. 1.4
Tool. One was the question: ‘What were the ‘it means you can focus more on the story - between strongly agree and agree.
sailors doing after they prepared the ships? and structure of sentences/ use of
(line 12–13 signum intente exspectabant) 1 different word endings rather than having 2. Clicking on the words helps me
mark’. Two students translated signum as a to keep checking what the words mean’. understand the story better than
verb, writing: ‘signal to wait intently’ and This suggests that the Explorer Tool can looking them up in the vocabulary list.
‘signaling intently’. This is likely to be help with accuracy of translation as the 2 - agree
because they clicked on signum, and saw user can concentrate on the grammar, but
‘signal’, and the clicked on intente and saw also with narrative continuity as the story 3. I prefer looking the words up in the
‘intently’. This example suggests that the is not broken up by the user having pause vocabulary list to clicking on the
Explorer Tool can cause students to think to flick to the back of the book. words. 3.8 between neutral and
less about the grammar when translating. The second dichotomous question disagree
was whether the Explorer Tool makes
comprehension too easy, or difficult. All 4. Looking words up in the vocabulary
of the students selected ‘too easy’, but list is a useful activity. 3.1 - neutral
Questionnaire and interview then all except three nuanced their answer
in the text box, saying that it makes it just 5. I find that I click on lots of words that
After the two lessons using the Explorer right, or ‘in the middle’. Out of the 11 I already know. 2.6 between agree and
Tool for comprehension, I conducted the students who gave reasons, seven of them neutral
questionnaire and interview in order gain referred to the fact that while it gives you
an insight into the students’ perceptions the meanings of words, you still have to 6. I find that I think less about the
of using the tool. The questionnaire was work out the word order or use the endings of words when I use the
split into two dichotomous questions with grammar to work out the meaning of the explorer tool. 2 - agree
Teaching
Downloaded from https://www.cambridge.org/core. and Learning
IP address: Latin inonthe
46.4.80.155, 04Key
Jan Stage
2022 at3 02:27:37,
Classroom: Usingtothe
subject theCambridge
CambridgeLatin
Core Course
terms ofExplorer 47
Tool at https://www.cambridge.org/core/terms.
use, available
https://doi.org/10.1017/S20586310180002117. I prefer to use the explorer tool for a as we have seen from the comprehension and interview all suggest that it helped
translation than the book. 2.1 - agree data, this rarely causes a problem with students to read a greater amount of
students’ understanding of the narrative, Latin in a set timeframe, and understand
8. I prefer to use the explorer tool for a so the pay-off of added speed of it sufficiently as well. However the data
comprehension than the book. 2.3 - translating might be considered worth it. also suggest that it can lead to errors in
between agree and neutral. One student added to the discussion on accuracy, due to pupils not engaging with
accuracy and understanding: the grammar as much. Evidence from the
These averages are encouraging, as the questionnaire and interview suggests that
students generally believe that the ‘It doesn’t make that much pupils need to be trained to use the
Explorer Tool achieves its goal of difference to accuracy: either way I Explorer Tool maturely, so that they do not
increasing speed and aiding still look at the endings but in terms just click on every word without regard
understanding. They tend to prefer of understanding what’s going on, for the grammar or being selective when
clicking on words than looking them up in you kind of rush through it. When they know certain words. This requires
the dictionary and prefer using the tool to doing comprehension tasks, all I’m frequent use of the tool, so that pupils
tackle Latin than using the book. looking for is the bit in the question can naturally become more sophisticated
Interestingly, the result 6 suggests that and clicking on it.’ users of the tool. There are multiple
students do not think as much about the limitations to my research. For example, I
grammar when using the tool, and this This was an interesting perspective did not compare the speed of translating
was the main question at interview. specific to comprehension tasks, but using the tool (through comprehension)
During the interview I focused on the suggests that the Explorer Tool might directly with translating without the tool.
two main points of interest that came out distract students from understanding the I would recommend anyone conducting
of the comprehension data analysis and the overall narrative and encourage them to further research to do such a direct
questionnaires: the question of accuracy, rush through the text. quantitative comparison. Similarly, I
and the idea of working less to get to the Finally I asked students to explain conducted my research on a small class
translation. First, I asked whether accuracy why they felt that they were working less of all girls, over two lessons, so it is very
was lost in compensation for speed of to get the translation with the Explorer difficult to generalise from my findings
translating. One student responded: Tool. One student responded that even if about the tool. Finally, I only interviewed
they know some of the words in the five students, so their opinions are not
‘Yes, in the back it doesn’t give you sentence, they just click on all of the representative of all pupils.
what it means, but with the tool you words as it is so easy to. They were not
can get a rough idea of what it is and thinking about what any of the words Francis Hunt is a teacher in a
put it in your own words, which meant. This corresponds to question 5 on school in Cambridge
loses the accuracy.’ the questionnaire, where some pupils said fh327@cam.ac.uk
they find themselves clicking on lots of
This answer suggests that some pupils words they already know. Students need
click on all the words and fit them to learn to use the tool in a mature way,
together like a jigsaw puzzle, even though
they are aware of the loss of accuracy.
and exercise restraint. Another student
responded that the tool makes translation
References
This seems to correlate with the trends in easier because of the analysis given by the Cambridge School Classics Project (ed.)
mistakes from the comprehension, which quick-click look-up facility. For example, (1998-2003). Cambridge Latin Course. [Book
suggested a lack of attention to detail at if you click on a noun it might say that it Series] (4th ed.). Cambridge: Cambridge
word level. When I asked the students is nominative plural below the meaning University Press.
about whether they thought less about the (see below). This is a genuine aid if pupils
grammar rules they had learnt when using do not know their endings, but there is an Cohen, L. (2000). Research methods in education.
the tool, one student replied: ‘I definitely option to switch off the analysis. (5th ed.). London:Routledge.
don’t use the grammar’ and another
Gibson, I. (2001). At the intersection of
added: technology and pedagogy: Considering styles
‘You tend to forget because you’re Conclusion, limitations of research of learning and teaching. Journal of Information
Technology for Teacher Education, 10(1/2), pp.
interested in just getting the
translation - whereas it might be
and recommendations for future 37–61.
‘was-ing’ or ‘ed’, you just assume - you research or practice Hardwick, L. (2000). Electrifying the canon:
the impact of computing on Classical
just make it up because you believe
you’re on the right lines anyway.’ In conclusion, my case study on the Studies. Computers and the Humanities, 34.3,
experiences of using the Explorer Tool in a pp. 279–295.
This discussion therefore illustrates a Key Stage 3 classroom suggest that it Hunt, S. (2016). Starting to Teach Latin. London:
possible danger of the tool if used does achieve its stated objective of Bloomsbury.
incorrectly, as it can engender a sense of improving speed of reading and
laziness towards grammar in students, understanding of the Latin. The data Laserson, T. (2005). To what extent can electronic
which can lead to inaccuracies. However, from my comprehensions, questionnaires resources enhance the study of Latin? Unpublished
48 Teaching
Downloaded from https://www.cambridge.org/core. and Learning
IP address: Latin
46.4.80.155, onin04
the Key
Jan Stage
2022 3 Classroom:
at 02:27:37, Using
subject the
to the Cambridge
Cambridge Latin
Core Course
terms Explorer
of use, Tool
available at https://www.cambridge.org/core/terms.
https://doi.org/10.1017/S2058631018000211MPhil thesis, University of Cambridge Faculty Nicholls, M. (2016). Digital Visualisation in
of Education. Classics Teaching and Beyond. Journal of 1In the GCSE grading system, 1 is at the
Classics Teaching, 17 (33), pp. 27–30. bottom of the scale of attainment, and 9 at
Lister, B. (2007). Changing Classics in Schools.
the top.
Cambridge: Cambridge University Press. Reinhard, A. (2012). Classics Pedagogy in the
Twenty-First Century: Technology. Classical 2See www.cambridgescp.com
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Newland, R. (2016). Closing the Gap: Kagan Paul.
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with Comprehension of Latin Stories in a Swithinbank, A. (2009). Cambridge Latin
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Teaching
Downloaded from https://www.cambridge.org/core. and Learning
IP address: Latin inonthe
46.4.80.155, 04Key
Jan Stage
2022 at3 02:27:37,
Classroom: Usingtothe
subject theCambridge
CambridgeLatin
Core Course
terms ofExplorer 49
Tool at https://www.cambridge.org/core/terms.
use, available
https://doi.org/10.1017/S2058631018000211You can also read
