In comparing the results of the pre and post tests, I found that students performed significantly better after the emphasis on the technology-based strategies with an average increase of 47%. I plan to share these results with my department and to move towards performing this study in the level 3 French and Spanish classrooms to compare the results. It is my hope that with a more intentional approach to teaching vocabulary, we can improve and build our learners’ English vocabulary which will, in turn, help them perform better in the areas of reading, writing, and comprehension. It is also my hope that, with the help of technology and intentional cross-curricular teaching, word will spread that Latin is not a dead language because of its relationship to and roots in so many other “living” languages.
Chelsea Roidt is going into her 10th year as a Latin teacher at Lancaster High School, where she strives to bring a dead language back to life on a daily basis. She graduated from BGSU with a degree in Foreign Language Education in 2009 and is now back pursuing her Masters in Classroom Technology. Trying to finish a Masters degree with a newborn is not something that she would recommend, but her three-year-old (and her husband) “help” as much as they can and she is looking forward to diving into the new school year with all of the new tools and strategies that she has accumulated in the MCT program.