As for the benefits of moving away from grammar-translation to more comprehension-based and communicative language teaching (CCLT), few can argue they are insignificant and dismissible. In fact, the more one hears about thriving Latin programs, reduced teacher stress, increased student engagement, and inclusivity of all learners, the harder it becomes to justify pedagogical practices of the last 300 years or so (Musumeci, 1997). Still, hearing about current changes to teaching practices often leaves teachers perplexed. Where to start? Not only can navigating 40 years of Second Language Acquisition (SLA) research be daunting, but teachers are often left with a lack of support and practical resources to affect any change. In many cases, even the change itself is feared.
