By Steven Hunt
The Faculty of Classics at the University of Cambridge hosted a conference onComprehensible Input in Ancient Languages Teaching, bringing together educators and researchers from schools and universities across Europe to discuss current developments in Latin and Ancient Greek pedagogy.
Organized bySteven Hunt, Associate Teaching Professor in Classics Education at the Faculty of Education, University of Cambridge, the conference attracted a large and diverse audience of teachers, scholars and students, both in person and over 230 online, reflecting the growing international interest in renewing methods of classical languages instruction.
Figure 1: Location of online delegates to the conference
The programme examined the application of comprehensible input (CI) and related approaches in different teaching contexts, from primary education to higher education and online learning environments.
Speakers and Topics
Professor Christian Laes (University of Manchester)
“Viva voce rather than Latine loqui. From a Case in Flanders to the International Context.”
Professor Laes traced the evolution of Latin and Ancient Greek teaching in Flanders and beyond, discussing how language immersion and fluent reading have begun to replace translation and grammar-based instruction in international settings.
Dr. Mair Lloyd (Cambridge School Classics Project) and Professor James Robson (The Open University)
“A Game of Two Halves: Enhancing Student Learning with Comprehensible – and Incomprehensible – Input at the Open University.”
Their joint presentation explored how the OU’s Classical Latin module integrates language acquisition with cultural study, emphasizing the role of listening comprehension and authentic materials in supporting reading fluency.
Eugenia Manolidou (Elliniki Agogi, Athens)
“Ancient Greek: A new Approach to Classical Methods.”
Eugenia Manolidou presented the experiential, arts-based approach of Elliniki Agogi, School of Ancient Greek, and demonstrated how music, drama, and AI-enhanced materials can provide engaging input for primary and secondary school students.
Dr. Cressida Ryan (University of Oxford / Wolfson College)
“Comprehensible Input as a Tool for Flexible and Inclusive Teaching by Design.”
Dr. Ryan discussed how CI can support inclusive pedagogy by design, particularly for neurodivergent learners, drawing on case studies from New Testament Greek.
Ana Martin (Latin Tutor Online; University of Barcelona alumna)
“On Optimal Input and Actual Input: How Can We Turn Rote Memorizers into Readers?”
Martin shared practical examples from her online Latin teaching, showing how storytelling, images, gestures, and digital interactivity can enhance vocabulary acquisition and comprehension within examination constraints.
Helena Walters (Haileybury College, Hertford)
“From Classroom to Cambridge: A Case Study in Comprehensible Input Teaching.”
Walters presented a longitudinal case study of a pupil’s journey from first-year Latin to successful university admission, demonstrating how CI can sustain engagement and academic achievement.
Polly Philp (Emanuel School, London)
“Reading Tacitus with A Level Students: Prioritising Latin over Translation.”
Philp’s MEd research examined how focusing on Latin reading rather than translation deepens literary understanding, offering practical classroom and assessment strategies.
Jude Hedges-Robinson (University of Cambridge PGCE alumnus)
“Tiered Reading and Learner Confidence in Unseen Translation.”
Hedges-Robinson presented findings from his PGCE research on the effects of tiered reading in developing student confidence and comprehension.
Steven Hunt (University of Cambridge)
As organizer and subject lead for the PGCE in Classics, Steven Hunt contributed to several discussions, highlighting the integration of classroom practice with current research in second-language acquisition.
Shared Outcomes
Across the sessions, speakers emphasized the importance of aligning ancient language pedagogy with findings from modern linguistics and educational psychology. The tone of the conference reflected a shared willingness among educators and institutions to re-examine traditional methods and adopt evidence-based strategies that make classical languages accessible without compromising rigour.
Future Steps
Video recordings of the presentations will be made available through the Faculty of Classics to facilitate continued dialogue among international colleagues.
