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.

中文翻译：

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基于输入的活动

至于从语法翻译转向更多基于理解和交际的语言教学 (CCLT) 的好处，很少有人会认为它们微不足道且可忽略不计。事实上，越是听说蓬勃发展的拉丁语课程、减轻教师压力、提高学生参与度以及所有学习者的包容性，就越难以证明过去 300 年左右的教学实践是合理的（Musumeci，1997 年）。尽管如此，听到当前教学实践的变化常常让教师感到困惑。从哪儿开始？不仅可以导航 40 年的第二语言习得 (SLA) 研究令人生畏，而且教师往往缺乏支持和实际资源来影响任何改变。在许多情况下，甚至改变本身也是令人恐惧的。