Main Article Content
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.
The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).