Alison Hedges, Independent Scholar
Both authors have been working as non-tenure and tenure-line faculty at large state schools, in states where there is a shortage of Latin teachers. Two issues, in particular, have come to our attention: The lack of communication between K-12 and College teachers; The gap between MA Latin training and K-12 teaching. Latin programs continue to disappear. This means, first, fewer Latin students in colleges; second, fewer Latin teachers, with the result that K-12 programs gradually disappear (our district lost 4 teachers last year alone). It is a downward spiral that must be stopped. As colleagues we often collaborate in our current positions as organizer of an annual outreach event on our campus and as departmental liaison with K-12 Latin teachers. These positions have given us a better knowledge as to what K-12 teaching looks like and what K-12 teachers need from us in College Departments. The main problems we have identified are: Not all K-12 teachers know what level of Latin Colleges expect incoming students to have; Not all K-12 teachers are aware of the ongoing debate on the relevance of Classics and the problems related to diversity and inclusiveness; Most College teachers show little interest in K-12 teaching; Most College Departments focus on training students for PhDs rather than K-12 teaching. Since K-12 teachers have limited resources, little time, and, therefore, little exposure to national debates, the initiative must come first and foremost from Colleges. We have been visiting K-12 Latin programs in our district, have attended local fairs, started after-school Latin programs at schools where Latin was not offered, and worked with other World Language teachers to organize and participate in events that focus on training and/or recruitment. The interaction between College and K-12 teachers is essential to the survival of Latin. Most K-12 teachers are unaware of associations such as CAMWS or the SCS, and many College teachers are uninterested in ACL’s activities, including the JCL’s annual meeting. Such a gap is unsustainable. Classics Departments, especially those granting MATs in Latin, must work with local schools, both public and private, and actively promote Classics. We propose that Departments do the following: Offer dual enrollment introductory on-line courses, such as Mythology and Etymology, that senior HS students can take in their last year; Offer a pedagogy-focused Latin track, ideally in conjunction with the College of Education, so that students can earn a teaching certification with a BA in Latin; Organize a yearly event such as a “Latin Day” open to all local schools; Work closely with K-12 Latin teachers by visiting their classes, meeting with students, and attending events that are specifically aimed at K-12 teachers, such as Word Language meetings. Our Department has been actively doing (3) and (4), and is working on developing (1) and (2). Our goal is twofold: first, promote Classics as widely as possible, especially among non-traditional students; second, train undergraduates to become not only good scholars but also effective teachers.