Teaching "Greek for Ministry" in a Multicultural Classroom

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Eunyung Lim


Teaching and learning a biblical language such as Greek can pose a set of pedagogical challenges in a multicultural classroom where the instructor and students have different cultural assumptions about language learning. Reflecting on her encounter with a student’s question regarding why ancient Greek grammar operates the way it does, the author explores how this critical incident helped her recognize the cultural diversity in the classroom and develop a new pedagogical toolkit. In particular, the author employed multi-sensory activities using music and visuals to foster the students’ motivation and bridge the gaps between different cultural assumptions. This experience eventually led the author to another pedagogical insight: Teaching and learning Greek at a seminary are critical to building much-needed intercultural competency for informed ministry in the 21st century.  This is one of three essays published together in a special topic section of this journal on critical incidents in the classroom.

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Special Topic
Author Biography

Eunyung Lim, Lutheran School of Theology at Chicago

Dr. Eunyung Lim is Assistant Professor of New Testament at the Lutheran School of Theology at Chicago. Her research focuses on how images of children, women, and other minorities function in early Christian discourse, with special emphasis on their sociocultural implications for both the ancient and the modern world. She received the Derek Bok Teaching Certificate from Harvard University, specializing in intercultural competency and multimodal communication.