Diversity, Equity and Inclusion in the Latin Classroom: a toolkit for teachers from Cambridge University Press
As part of Cambridge University Press’s mandate to support the teaching and learning of classics in the United States, we have always offered fully-subsidized professional development for the Latin teaching community.
As we have explored ways to support teachers over the years, we have recognized the important, ongoing conversations about social justice in Latin learning spaces.
In 2020, these conversations led us to Latin educators dedicated to cultivating diverse and inclusive Latin classrooms. The inaugural series launched in December of that year, spotlighting the work of teachers across North America who were working on embedding principles of diversity and inclusion into their teaching practice.
Our vision has always been for this project to grow over time. With your participation and feedback in the 2020 series, we were able to expand the project and return in 2021 with the support of more Latin educators, providing a broader range of perspectives and resources to further
We are privileged to work with an expanded group of Latin educators and leaders of classics communities from across the country. This year our community of teachers and leaders will approach such themes as teaching Herstory in Latin, discussing race in a pre-racial world, why pronouns matter, and more.
As classics enrollment in secondary education declines, educators are grappling with the same questions: how can we show our students that Classics is for everyone, not just an elite group who look and sound a certain way? How do we teach the problematic and uncomfortable truths of antiquity in a way that is sensitive to the diverse backgrounds of the students sitting in front of us? What can we do to build Classics classrooms where every student feels seen and heard?
You will also be invited to take part in a live Q&A with the Latin contributors, on Thursday December 9th. Whether you just want to listen in and absorb the conversation, or have a question for one of our contributors, we want to give you a space to ask your questions and share your experiences with others.
These professional development materials bring our North American Latin teaching community together through the sharing of initiatives, case studies, lesson ideas, and much more—and we hope you’ll join us.
Where are you joining us from?
Click here to add your location on the map along with your name and email address to be entered into the prize draw.
The prize draw is open to the US only.
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We are pleased to be able to share the 2022 series at the tab above. If you have any questions, please reach out to us here.
“My role is to work closely across teams at Cambridge University Press to embed EDIB principles in the design, evaluation and implementation of our products and services. This enables us to create the highest levels of excellence in education research and learning. EDIB is fundamental to our belief that education is a force for good, and to our ambition to make a difference to learners, teachers and researchers around the world. This professional development series for Latin teachers is a step to furthering that mission, while ongoing updates to the Cambridge Latin Course materials will bring the resources in line with our principles.”
At Cambridge, we are committed to embedding principles of equality, diversity, inclusion and belonging across our products and services. In 2021, Serita Bonsignore joined the organization as the Global Director of EDIB.
Talking about hard things in the Latin classroom
Building equitable relationships, part I of III
Curtis Dozier, founder of Pharos, tells us about his journey into classics and why he founded Pharos - a website that collates examples and materials on how the classics has being used for political agendas and much more.
6 questions with Skye Shirley, founder of Lupercal
Following on from the blog Pronouns and Other Gendered Words in our Latin Classrooms
on Day 2, you can download an accompanying poster for your classroom that illustrates gender-inclusive swaps and other
4 ways to question your Latin textbook
Benjamin Joffe and Jennifer Jarnagin
Discussion and Q&A
Our contributors from the Diversity & Inclusion in the Latin Classroom series join Samantha Radovich, our Educational Specialist, for an hour of questions and discussion. If you would like to submit a question ahead of the event, click here.
Spaces are limited
register here to reserve your place!
December 9th, 7PM EST
Uplifting student voice and empowering student choice in the Latin classroom
Building equitable relationships, part II of III
Building equitable relationships, part III of III
Power in representation: teaching Classical women
Latin is for everyone: 7 ways to incorporate inclusive images in your classroom
Combatting ableism in the Latin classroom
A conversation: teacher vulnerability and the power
Rachel Ash and Benjamin Joffe
Images and the power of reflection
Jennifer Jarnagin and Rachel Ash
"I really liked that two different school demographics were represented, and that both teachers had examples of how diversity and inclusion had impacted their students in each."
Breaking Silence: confronting sexual violence in Classical myths and stories
“I loved the perspective of a Classicist who fully understands the challenges facing some of our students.”
Equity in assessment: grading and feedback in the inclusive Latin classroom
10 ways to make your Latin class more equitable tomorrow
“This was a really powerful presentation—both from the honesty of Ms. Bristow and the framework that she provides for having these difficult conversations.”
Reflection Roundtable: 2020 series wrap-up
6 questions with William Lee, Chair of the ACL Diversity and Inclusion Task Force
4 questions with Caroline Musgrove of CSCP
6 questions with Christopher Waldo, Asian and Asian American Classical Caucus President
Latin Writing by Women (Teaching Herstory Through Latin, Part I of III)
Where Was Race in the Ancient World?
6 Questions with CripAntiquity
Case Study: When you Support Neurodiverse Students Everyone Benefits
Latin Writing on Famous Women (Teaching Herstory Through Latin, Part II of III)
In this blog post, Jenn and Maureen provide practical substitutions to avoid gendering in the classroom, as well as a look at why pronouns matter
Pronouns and Other Gendered Words in our Latin Classrooms
Maureen Lamb and Jenn Jarnagin
In this classroom case study video, Kristin explains how the myth of Jason & the Argonauts can help high school students analyze cultural norms of gender and sexuality in Greco-Roman culture. By evaluating variations in primary sources of the story, students will not only explore cultural shifts but also gain a deeper understanding of the impact of this timeless myth
Case Study: Using the Myth of the Argo in High School Latin Curricula to Explore Greco-Roman Perceptions of Gender, Sexuality, and Inclusivity
In the final piece in her series on Teaching Herstory Through Latin, Maureen looks at gravestones, graffiti and wall paintings that capture the everyday lives of women in ancient times
Everyday Lives of Women (Teaching Herstory Through Latin, Part III of III)
There are many obstacles that impede the implementation of D&I practices in our classrooms, schools, and districts. In this video, Rachel and John discuss these challenges and share potential solutions
Overcoming roadblocks in implementing D&I practices
Rachel Ash and John Bracey
6 Questions with Pharos
Gender-inclusive Swaps for Common Latin Nouns and Adjectives
Maureen Lamb and
In this classroom case study, Rachel shares what she learned
by surveying former students about how her discussion of mental health in the classroom
Case Study: Mental Health in the Classroom
Latin programs are under particular threat in underprivileged communities. This video identifies tactics to bring Latin, and classical material more broadly, to students who would not otherwise have access to it. Classics shouldn’t be the sole possession of privileged students who attend expensive private schools. Our D&I Series community leader, AAACC contributed this piece by Arum Park and Annie Huynh
Uses of stealth Latin
Arum Park and Annie Huynh
This video is the first of three videos in the assessment and grading practices series with Jenn and John. This video shares practical advice on when to grade and assess so it fosters success for all types of students
Assessment in the Latin Classroom, Part I of III:
When to Assess
Jenn Jarnagin and John Bracey
Building classroom culture takes time and effort but it is essential to an open and inclusive learning environment. In this video, Runako discusses how we can help our students to engage with challenging themes
Preparing Our Classroom Communities for Difficult Conversations
In this classroom case study, Rachel relates how she gently introduces the subject of trauma by folding it into a story. In "Writing Juno," Rachel shares
her curriculum resources and explains her thoughts and approach to the subject
Case Study: Writing Juno: Incorporating Trauma into the Curriculum
Leading on from Runako’s adjacent video about challenging topics in the classroom, here he provides his six key takeaways to prepare our classroom communities for those hard conversations
Preparing Our Classroom Communities for Difficult Conversations (key takeaways)
This video is the second of three videos in the assessment and grading practices series with
Jenn and John. This video outlines how to grade and assess in a way that ensures success for all types of students
Assessment in the Latin Classroom, Part II of III:
How to Assess
Emma discusses the Latin teacher’s responsibility as a “gatekeeper” of the texts and information students will encounter in their study of classics. She recommends ten Latin novellas (suiting a range of reader levels) that can help teachers as they strive to incorporate the voices and perspectives that have previously been marginalized or omitted entirely in Latin classrooms
Uplifting Voices of the Past through Latin Novellas
How can students develop their critical-thinking skills in order to become savvy consumers of media? In an age where potentially polarizing perspectives vie for the consumer’s attention, students can practice by using the ARCS-L method to explore the different contexts and perspectives that contribute to the rich complexity of different media—both ancient and modern
Case Study: An Original Framework to Foster Critical Analysis in the Classics Classroom
This video is the third and final
of three videos in the assessment and grading practices series with Jenn and John. This video discusses the role of grading and feedback and provides tips to promote success for all types
Assessment in the Latin Classroom, Part III of III: Grading and Feedback
Katy shares how the popular restorative practice of circles can integrate community-building into content conversations, fostering trust, good listening and social-emotional skills.
Case Study: Incorporating Circles to Build Classroom Community
In this second piece in her series on Teaching Herstory Through Latin, Maureen gives reading suggestions and teaching tips for encountering famous historical women through Latin writings
In this classroom case study video, Maureen discusses the need and importance of supporting neurodiverse students through differentiation, scaffolding, and other specific resources
Clara founded CripAntiquity with the aim to combat ableism by amplifying disabled and neurodivergent perspectives. With her specific background and experience in this area, she shares advice on how we can make our Latin classrooms more inclusive, diverse places
How do we think about Latin and race when ancient Rome was "pre-racial"? In this piece, John helps us recognize three common misconceptions we might have if we look at the ancient world through the lens of how race functions today
In the first of her series on Teaching Herstory Through Latin, Maureen Lamb introduces the work of seven women who wrote in Latin. Maureen’s teaching tips and examples, from the early poetry of Sulpicia to the oration of Queen Elizabeth I, will help illuminate the literary work of women for our students
“I found the list of further reading and resources very, very helpful. I also appreciated the concise explanation about why using non-gendered language can be so important in our teaching.”
“Very informative, honest, empathetic overview re: discussing mental health in the classroom. Excellent idea to get info/feedback from previous students, as they understand how these discussions benefited them going into the "real" world.”
“The Argo Myth Video was superb! The Lesson Plans were well researched and nicely formulated/presented so that they can be used in the classroom.”
The Case for Representation, Part 1: The Basics of Race
Roman Foods and Modern Slavery: Connecting to Human Rights Today
DEI Conversation Starters for the Introductory Classical Language Classroom
“The Prince Who Never Saw Women”: Recognizing Bias in Literature and Society
Inside the Latin classroom: Kenwood Academy, Chicago
Social-Emotional Learning Activities in the Latin Classroom
Dawn Strauss and
Teaching Outside the Canon: Cornelius Nepos' Hannibal
Ceres: The Story of Xenia and Hospitium
Enriching Storytelling in the Latin Classroom: Historically Responsive Literacy, Part 1
The Case for Representation, Part 2: Assigning Racial Categories
Teaching Outside the Canon: Latin Speakers Outside of Rome
Kandake Amanirenas: Queen of Nubia and Enemy of Augustus
Enriching Storytelling in the Latin Classroom: Historically Responsive Literacy, Part 2
The Case for Representation, Part 3: The Impact of Imagery
Teaching Outside the Canon: Perpetua
Constructing Identities Through Foundation Stories
5 Ways to Build Community in a Middle School Latin Classroom
Memorialization, Justice, and Diversity
Please help us shape the program for years to come by providing your feedback at this link.
“The food lesson Katy created was accessible and SUPER helpful. And I liked the modern connection to chocolate!”
“Magnificent! Appreciate the topic (and the author – Gholdy Muhammed) which are both an emphasis at my school. Appreciate the excellent lesson plan and the links to the resources for the lesson.”
“Excellent presentation! Thank you for sharing the many Hannibal resources which can be used in the classroom.”
has taught Latin for 18 years in Oklahoma, Texas, and Georgia. She has always believed that all...
Thank you to all our educators who have contributed content
to the series over 2020, 2021 and 2022.
has been a Latin teacher in Massachusetts since 2010. He has a B.A. in Classics from UMass Amherst and an M.A...
teaches US Latin at Greenhill in Addison, TX. She is passionate about making Latin fun and inclusive, and...
is the Latin Teacher and Dean of Academic Technology and Innovative Pedagogy at the Ethel Walker School...
teaches Latin at The Brearley School in New York City. He began teaching in England 16 years ago and has...
has taught at the university, middle, and secondary school level and currently works as a Latin teacher at...
earned her BA in Classics from Dickinson College and her MA in Latin from Bryn Mawr College. She has...
has taught Latin and Classical studies at St. Clement’s School in Toronto, Canada since 2004. She earned her...
teaches Latin in bucolic Durham, Connecticut. She holds a B.A. in Art History and Classics from Williams College...
is a writer, curator, Associate Professor of Classics at the University of Illinois...
teaches Greek and Roman Studies at Vassar College in Poughkeepsie, New York. He is the Director of Pharos...
Classics Community Leaders
+ View Full Bio
has created change in her field by addressing long-lasting gender gaps in spoken Latin through...
is an Assistant Professor in the Department of Classics at the University of Washington...
has taught at the university, middle, and secondary school level and currently works as a Latin teacher at Springfield Honors Academy in Massachusetts. She earned her B.A. in Classics, Latin, and History from Monmouth College and her M.A.T. in Latin and Classical Humanities from the University of Massachusetts Amherst, where she earned the Distinguished Teaching Award for Graduate Students. She has published ten Latin novellas, including those in the new Explore Latin and Encounter Latin series of Bolchazy-Carducci Publishers.
Jenn Jarnagin teaches US Latin at Greenhill in Addison, TX. She is passionate about making Latin fun and inclusive, and believes that every student deserves to see themselves reflected in her classes. Jenn utilizes research-based practices that help all students find success. In addition to her work in the classroom, Jenn also serves on the Finance Committee of ACL. She was named the 2012 Texas Foreign Language Association Latin Teacher of the Year, and she holds a B.A. from the Louisiana Scholars' College at Northwestern State University, and an M.A. from Indiana University.
Connect with Jenn at magistraj.blogspot.com
John Bracey has been a Latin teacher in Massachusetts since 2010. He has a B.A. in Classics from UMass Amherst and an M.A. from Boston College. He has taught Latin exclusively using Comprehensible Input for the past few years. He leads workshops around the country for language teachers of all kinds. He is also the 2016 Massachusetts Latin teacher of the year.
Connect with John on Twitter @MagisterBracey
Maureen Lamb is the Latin Teacher and Dean of Academic Technology and Innovative Pedagogy at the Ethel Walker School in Simsbury, CT. She also works as a Google Certified Trainer and education consultant, and she teaches graduate courses in Language and Latin pedagogy and instructional technology for Idioma Education and Consulting. She has been recognized for her work as the CT Language Teacher of the Year, NECTFL Mead Fellow, CANE Weincke Award, and the ACL Elizabeth Watkins Award. She is dedicated to creating an inclusive classroom environment, to using technology to enhance the student experience, and to making Classics comprehensible.
Connect with Maureen @latintechtools
Runako Taylor teaches Latin at The Brearley School in New York City. He began teaching in England 16 years ago and has since worked in a variety of schools. He has led student trips abroad to Italy and Sicily. Runako holds a B.A and M.A from Hunter College in the City University of New York and is licensed to teach in New York and holds Qualified Teacher Status in the United Kingdom.
Rachel Ash has taught Latin for 18 years in Oklahoma, Texas, and Georgia. She has always believed that all students can learn and deserve to know they can learn, and that is the driving force behind most, if not all, of her approaches to teaching Latin. She holds a B.A. from the University of Oklahoma and an M. A. from the University of Florida.
Connect with Rachel on Twitter @rachelcinis
Diana Pai has taught Latin and Classical studies at St. Clement’s School in Toronto, Canada since 2004. She earned her Honours B.A. from the University of Toronto and is a recipient of the Grace Irwin Award for teaching Classics. Diana is passionate about encouraging students to explore the myriad ways in which Latin and Classics connect to the modern world. She believes that Classical studies in all their facets – wondrous, inspirational, philosophical and, at times, problematic – offer us an opportunity to ground ourselves in the lessons of the past and connect them to our shared humanity.
Kristin Masters earned her BA in Classics from Dickinson College and her MA in Latin from Bryn Mawr College. She has taught as an adjunct Professor at Rowan University for over ten years, and has enjoyed being a High School Latin teacher for over seventeen years. She is the author Troy on Trial: An Intermediate Latin Reader, and contributor of Dickinson College Commentary’s Eutropius: Breviarium Ab Urbe Condita [forthcoming] . Her educational blog, LGBT Meets SPQR, provides age-and level-appropriate Greek and Latin primary sources on topics of gender and sexuality in the Greco-Roman world for High School Latin classrooms.
Katy Reddick teaches Latin in bucolic Durham, Connecticut. She holds a B.A. in Art History and Classics from Williams College, a M.A.T. in Latin and Classical Humanities from Boston University, and is pursuing a M.S. in TESOL at Southern Connecticut State University. A lifelong learner, she nourishes her passion for language, culture, and pedagogy through museum visits, professional reading, and professional organizations.
Clara Bosak-Schroeder is a writer, curator, Associate Professor of Classics at the University of Illinois, Urbana-Champaign, and the founder of CripAntiquity. Her scholarship addresses ancient Mediterranean reception studies and the environmental humanities.
Connect with Clara on Twitter @thaumatic and http://theburningboy.com ; http://cripantiquity.com
Curtis Dozier teaches Greek and Roman Studies at Vassar College in Poughkeepsie, New York. He is the Director of Pharos: Doing Justice to the Classics where he documents appropriations of Greco-Roman Antiquity by hate groups. He is also the producer and host of The Mirror of Antiquity podcast, which features interviews with Classical scholars about how their research shapes their understanding of the contemporary world and their own lives.
Connect with Curtis on Twitter
@curtisdozier @pharosclassics @mirrorantiquity
Arum Park is currently an Assistant Professor of Classics at the University of Arizona. She has published articles and book chapters on Archaic and Classical Greek poetry, the Greek Novel, and Augustan poetry, as well as public-facing pieces on #metoo in Greco-Roman literature, race and diversity in Classics, and Classical reception. Her interests include gender, truth, pastoralism, intertextuality, and race and ethnicity in Greek and Roman literature, and she regularly teaches courses in Greek language, literature, and mythology. The daughter of Korean immigrants, she currently co-chairs the Asian and Asian American Classical Caucus.
Annie Huynh is currently a high school Latin and English Teacher in San Francisco. After completing her MA in Classics at San Francisco State University, she fell into teaching by accident and has loved it ever since. Her interests include ancient sexuality, feminist theory in Greek and Roman literature, culturally responsive teaching, and teaching social justice in the classroom. Her family is ethnically Chinese but her parents were born and raised in Vietnam before immigrating to the United States. She serves as the Secondary Education Liaison for the Asian and Asian American Classical Caucus.
has been teaching Latin for the past fifteen years, including twelve at the Hewitt School in New York City, and now...
Benjamin Joffe has been teaching Latin for more than fifteen years now, including twelve at the Hewitt School in New York City, and now at the nearby Browning School, where he teaches ninth grade Latin and advises the Jewish Culture Club. He is also currently working with the team at the Cambridge School Classics Project (CSCP) on the new UK version of the Cambridge Latin Course. He is a graduate of Yeshiva University and the Graduate Center of the City University of New York.
Connect with Benjamin at email@example.com
is the Events, Outreach and Partnerships Coordinator at the Cambridge School Classics Project...
is currently a high school Latin and English Teacher in San Francisco. After completing her MA in Classics at San Francisco...
is currently an Assistant Professor of Classics at the University of Arizona. She has published articles and book chapters...
is starting his 21st year of teaching Latin and has taught for the last 18 years at Tom C. Clark High School...
Christopher Waldo is an Assistant Professor in the Department of Classics at the University of Washington, Seattle. He is also the President of the Asian and Asian American Classical Caucus. He is committed to making the field of Classics more equitable and diverse at all levels. He holds a B.A. from the University of Vermont and an M.A. and a Ph.D. from the University of California, Berkeley.
William is starting his 21st year of teaching Latin and has taught for the last 18 years at Tom C. Clark High School in San Antonio, TX. He is very involved in JCL and ACL and has served in various leadership roles in the past. He enjoys reading, watching movies, watching college sports, cooking, and working with kids. He was previously the chair of the American Classical League's Diversity, Equity, and Inclusion Committee.
Caroline Musgrove is the Events, Outreach and Partnerships Coordinator at the Cambridge School Classics Project in the U.K. She completed her PhD in Classics at the University of Cambridge in 2017. An historian by training, Caroline’s interests range from ancient medicine, gender and early Christianity, to approaching difficult issues like slavery and decolonization in the Classics classroom. Caroline is passionate about improving access to Classics, having not had the opportunity to encounter the subject herself before college.
As a linguistic activist, Skye has created change in her field by addressing long-lasting gender gaps in spoken Latin through her nonprofit organization Lupercal, and by fostering spaces for women to have a voice in the ancient language. She has a Master's in Latin Pedagogy from UMass Boston and is now a PhD student at University College London, where her research explores women's Neo-Latin writing of the early modern period.
has been the Cambridge School Classics Project (CSCP) director since 2018. In addition to her...
Caroline Bristow has been the Cambridge School Classics Project (CSCP) director since 2018. In addition to her extensive teaching experience and work with the UK Department of Education, she has also held pastorally-focused roles throughout her teaching career, working with victims of violence and abuse. She is a Non-Executive Director for Education of Innovating Minds, a company offering clinically-informed mental health support for schools and workplaces.
Abbi Holt has studied Romans at the University of Virginia, the University of Pennsylvania, Boston...
Dawn Strauss earned her B.A. in Latin at Monmouth College and her M.A. in curriculum and instruction at...
Dawn Strauss earned her B.A. in Latin at Monmouth College and her M.A. in curriculum and instruction at Concordia University. Since 2004 she has been teaching Latin at Kenwood Academy High School, the only public neighborhood high school in Chicago with a Latin program. With her encouragement and commitment, the number of Latin students has grown from 35 to 140, and she offers five levels of Latin. As a neurodivergent individual and a first-generation graduate, she is passionate about making her Latin classroom a safe haven for equity and access. During her tenure, Dawn has been awarded the Farrand Baker Illinois Teacher of the Year Award by the Illinois Classical Conference, the Kraft Award for Excellence in Secondary School Teaching by the Classical Association of the Middle West and South and the Illinois Senior Classical League Teacher of the Year.
Connect with Dawn at firstname.lastname@example.org.
Abbi Holt has studied Romans at the University of Virginia, the University of Pennsylvania, Boston University and Umass Boston. Along the way she has managed to acquire a BA in History and Anthropology and a MAT in Latin and Classical Studies. She now teaches some awesome humans at Ottoson Middle School, near Boston. She believes what makes the Roman world interesting is the glimpses of unique individual people that inhabited it, and is always trying to find ways to draw those voices out – showing her students that everyone’s story, including their own, is worth hearing.
“I was so inspired and energized by the articles and videos shared; they have moved me not only to continue actively decolonizing the Latin and Classics curricula, but also to search for ways to make Latin a more equitable, diverse, and inclusive experience for all students.”
Teacher feedback on the series
Extend your learning
Our series contributors share their go-to books, recommended websites, and organizations to follow.
Not All Dead White Men
by Donna Zuckerberg
Women and Power
by Mary Beard
Grading for Equity
by Joe Feldman
We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom
by Bettina Love
For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education
by Christopher Emdin
Art of the Classical World in The Metropolitan Museum of Art: Greece, Cyprus, Etruria, Rome
by Carlos A. Picón, Seán Hemingway, Christopher Lightfoot, Joan R. Mertens, and Elizabeth J. Milleker
by Madeleine Miller
Helen of Troy
by Bettany Hughes
So You Want to Talk About Race
by Ijeoma Oluo
The Myth of the Spoiled Child
by Alfie Kohn
The Homework Myth
Black Folk Here and There
by St. Clair Drake
On Famous Women
by Giovanni Boccaccio
Culturally Responsive Teaching and the Brain
by Zaretta Hammond
Culturally Sustaining Pedagogies
by Django Paris and
H. Samy Alim
Teach About Women
North American Cambridge Classics Project
Latin Teacher Idea Exchange
American Classical League
American Council on the Teaching of Foreign Languages
Center for Justice Research @cjresearchtsu
Center for Racial Justice in Education
Trans in Classics @transinclassics
Cambridge University Press is not responsible for the content of external sites.
No, the series is curriculum-agnostic and we hope it will be useful for all Latin classrooms.
Is the series just for Cambridge Latin Course teachers?
The series is free and always will be. No registration is required to access the materials.
Is the series free to access and is registration required?
To provide feedback on the 2022 series, please complete this feedback form. We review every response and your input is integral in shaping the program!
If you have questions, please email email@example.com.
Can I give feedback on the series?
Frequently asked questions
You can register for the live Q&A here. It takes place on December 9th at 7PM EST.
How do I access the live Q&A?
If you are a teacher with experience of diversity, equity, inclusion and belonging in the Latin classroom, we would love to hear from you. Please email us here with your name, contact email, your teaching experience and the topic you would like to contribute.
Can I contribute to the series in 2023?
There are four ways to enter with the following prizes:
Check in to our Padlet map: 1 x 12 month subscription to a Professional Development related Language Magazine of your choice (print and digital).
Ask a question in our Live Q&A: the two winners will receive one of the following:
- 1 x American Council on the Teaching of Foreign Languages (ACTFL) virtual learning
module – up to the value of $179; or
- Class set (up to 25 copies) of textbooks from Cambridge University Press
Write a reflection on our Miro board: Professor Nandini Pandey (John Hopkins University) will make herself available to virtually visit the classroom of the prize winner for a one-hour session. She will talk to students about such topics as Latin poetry, race and ethnicity in the ancient world, and classical reception.
Deliver feedback using our Feedback form: 2 x tickets for the American Classical League (ACL) conference.
Remember to provide your name and contact details when you enter. The prize draw is open to the US only. For terms and conditions, click here
How do I take part in the Prize Draw and what are
Yes, feel free to share these resources with anyone who you think might be interested, or link out to the series on your own website or social channels—the more teachers we can reach with this project, the greater the impact. Thank you for helping us to spread the word!
Can I share or link out to this material?
Once you submit feedback on the 2022 program via the feedback form, the confirmation message will show a link to download a certificate of participation.
Can I get a certificate for my participation in the series?
To learn more about the Cambridge Latin Course and the support and resources we offer, please visit this link.
Where can I go to find out more about the Cambridge Latin Course?