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Regional Workshops – Western Canada
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4 thoughts on “Regional Workshops – Western Canada”
^ awesome ^
My Fri ppl are geting urged to go to your Saturday sess! As per Ben’s suggestion, I am modeling my circling PQA in German. One thing I noticed at the Von Ray workshop, where there was a Japanese teacher demoing PQA, was that you have to be slower than molasses flowing uphill in December in the Yukon. Because Japanese sounds really weird compared to French or Spanish (or even Chinese I guess) plus the word order is diff, I was really surprised how hard it was to follow even with point and pause, slow etc. She was really good but she still lost us sometimes! So I am going to keep that in mind big-time.
Just to support that idea about slow Chris I was talking to Annick yesterday (we share a planning period at the end of the day) and she said that in Chinese stories really aren’t even possible in the particular sense that Chinese and I assume Japanese as well require such slow instruction that it generally takes her one week to do one story.
I’m beginning to think the same is true for Latin. The highly inflected nature of Latin and the flexibility in word order make it more challenging. Not as challenging as maybe Chinese or Japanese, but still challenging.
So when you teach in Latin, do you guys keep the word order in the sentences the same or do you vary it?
In Spanish, you can just use tone (with declarative word order) to make a yes/no question, and for both y/n questions and info (who what etc) questions, you can put the subject at the end of the sentence. So a question can be “has a potato Johnny?” (Does Johnny have a potato?).
I never thought about this much until with this year’s batch of beginners, where sometimes, even after circling the crap out of something, if you ask a question (to which the answer has been established) and change the word order, you get a much longer processing delay and fewer answers.
I know you can MAJORLY fiddle with word order in German and Latin and a fair bit in Spanish…now I am going to focus on varying word order less, esp in Level 1.