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Found 6 results

  1. My son is in Lausanne for 2 1/2 months. He will be taking 6 weeks of summer vacation French classes at the University of Lausanne. He is will have about 115 hours of instruction but he is not taking the supplimental tutoring that would give him European college credits. He is staying with a French speaking family (or two) in Lausanne. We are definately considering this part of his high school foreign language so I want to give him credit for this rather than consider it an extra, the way one would if one were in public school. (Experiences like this are a major part of our homeschooling philosophy and the homeschooling education we are offering our children.) Nan (Thank you thank you thank you. My son has this opportunity entirely due to the WTM hive and its close ties.)
  2. I'd like to hear if anyone has had any experience with colleges NOT accepting their homeschool foreign language. This is from the Florida Home Education Foundation webiste, and while it is referring to admission requirements for Florida colleges/universities, I would think that most would have similar requirements. ""Will the foreign language courses taught in a home education program meet the requirement for admission to a Florida public university?"" """No. A student is required to have successfully completed 2 years of language in a Florida high school or 2 semesters at a Florida college. The foreign language requirement must be met through courses taken in a public or private school, the Florida Virtual School (FLVS) or in a Florida college.* Some universities may accept a passing score on CLEP tests, however, you will need to check with the institution your child plans to attend. If the courses are taken through dual enrollment or after high school graduation, the 2 semesters will be counted as electives. *A Florida university may accept foreign language from an accredited out-of-state high school or college, however, before you register for the course be sure to check the requirement of the Florida university your child hopes to attend.[/color]"""
  3. We have been using the following progression to learn Latin: Prima Latina, Latina Christiana I, Latina Christiana II, Henle's First Year Latin. I have two questions about learning verb principle parts and noun genders. Or rather, more about memorizing them. LC II introduces the idea of principle parts of verbs, and tells you that you must learn all the parts (usually four, but sometimes just three). LC II mostly just gives you the parts that fit a regular pattern, just to make it easy for the beginning student. So, sometimes you only get two parts. I think somewhere in the book (or maybe the TM) it says that you will learn the other parts later, as they are irregular. Well, I'm on my second go-round with LC II, and those other parts never got learned. When my son was first into the Henle book, I decided to look up, in the back of the Henle book, the missing parts and add them to his flashcards from his previous books. I thought I had missed something from LC II. Also, I figured he could handle memorizing the irregular parts, and I was correct. Also, I am sure that somewhere in LC II it says to have the student also start reciting the gender of each noun (when going through flashcards), even though the noun flashcards are now separated into piles such as "Third Declension Masculine" and so forth. I can't remember where in LC II I read it, and I couldn't find it today upon doing a quick skim, but I was pretty sure I was instructed to do so, because I started having my son do it. Not just the rare masculine nouns in first declension, but every single noun's gender in every single pile. So. The fruits of all this memory work have been fine for my son. I have a feeling my daughter is going to have a more difficult time. But maybe not. We will see when we start up again in January, because that is when I will gently introduce reciting all the principle parts of verbs, then introduce reciting the noun genders of each card. This week I looked through the rest of LC II (dd is on week 12), and it never did get around to telling us what the rest of those principle parts were on those verbs that had irregular 3rd and 4th parts. So, I went through all their cards, with dictionary in hand, and wrote them all in. Fun, fun!!! NOT. (I won't require my daughter to recite the irregular 3rd and 4th parts yet, but I still put them on the cards because I was on a roll I didn't want to have to get back into at a later point, lol) Fast forward to Henle. Henle does put in all the missing verb principle parts, so I don't have to look them up. (I've been quite irritated with LC for many reasons, and this is yet another - that it promises to do something, and then doesn't do it - it's as if Memoria Press was planning to come up with a LC III, and never did - maybe that's what First to Fourth Forms became, but that doesn't help those of us who used LC I and II and then went on to Henle) Also, with Henle I automatically write the noun gender on each card as we come to nouns. So here are my questions: - If you are learning Latin (or really, any other language), how important is it to memorize every single principle part of every verb you encounter? I get why it's important to memorize principle parts, for the sake of translation work - you need to know which part to use for particular functions. But in general, if one goes on learning a language even beyond standard Latin translation work, does one go on to keep memorizing principle parts of verbs? - And how important is it to recite the noun gender when reciting noun flashcards? I have found it has been helpful to ds, I suppose especially in third declension nouns because there are so many exceptions.....maybe that's my answer? I guess I'm just wondering because I see so many flashcards in each child's flashcard basket. I know one benefit, that people always talk about here, of Henle is that Henle doesn't introduce much vocabulary. It concentrates more on grammar forms, and I understand why. Hmm....on that note, I am now also wondering why PL/LC I/LC II introduced so much vocabulary - much of it isn't even being used now in Henle! But I guess it's helpful to their English vocabulary, right? Anyway, just wondering if we might be overdoing it in those couple of areas. But then again, ds has learned this stuff over the past six years, so slow accumulation is a good thing, right? Dd is just in her third year of learning Latin, so the same idea could apply, right?
  4. Thank you again, Nan, for your wise and encouraging words. As I said in my response to your post, I find myself reading TWTM over and over again in order to maintain my focus on the essential skills you reference in your post. I attend every one of SWB's workshops, even if I've already heard them, at every conference I attend so that I can hear this message again. This year, with a 5th grader and a 3rd grader, I am beginning the process of self education in earnest. I realize that what SWB says in her workshop on self education is true - if I don't read the classics now, I will be ill prepared to teach them when my dc are in HS. I don't have the foundation I'm attempting to provide for them myself; I'm learning the content at the same time that I'm learning how to teach the content. As ds 11 enters the Logic Stage, I realize that the time is rapidly approaching when I will no longer be able to do this. I need time to think about this material before I can engage in a thoughtful discussion about it. I need to understand the "big picture" before I can understand the place of Plato, or Herodotus (fill in the blank) within the flow of history. Right now I'm in the grammar / early logic stage myself. So . . . I'm interested in learning how others are approaching self education. For myself, I can tell you that my house is dusty, and the meals are boring :tongue_smilie: I'm (finally) reading SWB's HOAW this year, along with DK's History: the Definitive Visual Guide. I'm taking notes, as SWB suggests in TWTM and TWEM. I'm summarizing the important people, places, dates and events in a notebook. I'm doing some of the assignments SWB recommends for HS in TWTM. I'm also reading ds 11's introductory logic text for next year. It's tedious. Sometimes it's boring. Other things, including my children, need my attention. But, I really feel like I need to continue to do this, if I am to equip myself to teach them in HS. I'd love to learn from others who are doing this / BTDT :bigear:
  5. We too (hi Nan) have been starting to study the Great Books, and the ones written in their original language (for us if it is French) where possible. It happens that the first one that came up on the early modern list in French is Descartes - Meditations metaphysiques- not so easy. But the "cliffnote" type of book that I have found for the philosophical type books is better than the one I had mentioned on the earlier thread. For Descartes, we're using the one on Meditations metaphysiques from the series "les integrales de philo"...by the publisher Nathan. They have the same type of thing for Rousseau and Pascal. I have to confess that I cheat with the English version in hand. But sometimes it is so hard to figure out where my son is because the French tend to write in very long paragraphs (which are broken into at least 2 in English), and Descartes does tend to seem to go around in circles at first glance, that it is almost easier to just struggle along in French. Next we'll do Tartuffe. I decided that since it is a play, we would do the same that SWB suggests for Shakespeare, try to read a very simplified version, then watch a video of it, then do the text. About French at the high school level in France, some of the publishers make one book that covers all the grammar, orthographe, etc (eg Grammaire 4e) and a separate one that covers literature and writing called (Francais 4e)...our French tutor prefers the series by BELIN. I like it myself but find some others interesting as well. http://www.amazon.fr/Fran%C3%A7ais-2002-eleve-Nathalie-Fix-Combes/dp/2701131308/ref=sr_1_4?ie=UTF8&s=books&qid=1232918118&sr=1-4 Anyway, if you want your student to go to a higher level of a language, you could try using these types of books, and they have the teachers edition as well. Is anyone out there interested in this type of thing or is it overload? Oh yes, I saw that this is the last year for French literature AP tests...too bad. Best, Joan
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