Parables for Language Learners and Integration from the Biblical Text

Recently, I’ve been exploring the idea of organizing biblical integration by starting with Scripture itself. Rather than bringing Scripture into the course concepts, I am intrigued by the possibility of bringing concepts out of the Bible itself. Why? Because the culture that forms many of our students is changing.

Even evangelical culture and church-adjacent culture is becoming more and more detached from the Bible, the biblical worldview, and biblical literacy in general. This means the task of integration must change. We must respond to the needs that are presenting themselves. In the past, it may have been easier to focus on applying Scripture to a topic/subject because students had some exposure to and understanding of Scripture. However, that exposure and understanding seems to be becoming more limited and cursory (in many cases). If this is true, academic disciple-makers will have to engage the Bible differently (perhaps more directly) in order to help the students think more biblically. 

To be clear, I am not suggesting that we should be trying to teach our subjects from the Bible. I am saying that we might consider trying to teach about our subjects from the Bible. The Bible is not a textbook for poetry, pre-calculus, or public speaking. But it does have something to say about humans, appreciation, and art. It does have something to say about order, structure, nature, and reality. It does speak clearly about speaking clearly. 

Just to be extra clear: I can’t teach a student to play guitar from the Bible, but I can use the Bible to teach that student about beauty, hard work, and the role of music amongst the people of God. The Bible doesn’t teach music, but it does teach about music. The Bible can’t make a guitarist. But the Bible can shape a musician.

Let’s consider this with a case study on language learning. A super-star Spanish teacher at my school recently asked some questions about this and I thought it might be good to share with a wider audience. Here is where I would start if I were integrating a Spanish 3 class by starting with a biblical text.

The Bible is not a Spanish book. However, it does teach about culture and communication.

In Acts, there are discussions of cross-cultural communication between Jewish and Greek people and ideas. In the Gospels, the parables are great examples of effective cultural understanding mixed with story-telling. And the Sermon in the Mount shows Jesus’ mastery of understanding where people are coming from (“You have heard it said…”) and then speaking thoughtfully into that context (“But I say…”). Perhaps Luke 15 for Spanish Language Learners or The Sermon on the Mount for Cultural Engagement would work well. 

The teacher could have the students take note of Jesus’ understanding of Jewish cultural things (like receiving an inheritance). This could “translate” to the importance of understanding the cultures of those around us (particularly Spanish speakers). Students could learn the vocabulary of the parable/sermon (and potentially some syntax) as well. Additionally, they could have a project where they read/teach the passage to younger kids in Spanish. 

These activities could be great integration opportunities. They could show how Jesus notices and loves those around Him. And they would naturally (not artificially) get students in the biblical text in Spanish. And it would prepare students for real-world experience (like missions trips to Honduras or other local connections with Spanish speakers).

Basically, a structure like this could help Spanish learners learn to love their neighbors and to speak/read Spanish at the same time. This certainly is not the only way to integrate. But I think it could be effective. And I think it might work in many areas. 

As I have said before, this is just an experiment. But it might be a fruitful one. We shall see.

New Tools Coming in the Future: Exciting News!

For almost three years, I have been writing articles on academic discipleship through biblical integration on this site. There are over 100 individual articles published and the site is on track to have about 2500 views during this calendar year (2020). While these are not earth-shattering numbers, I find them encouraging. The trends are all positive. Teachers, administrators, and parents continue to show that they care about learning about integration and growing as integrators. Because of that, I am planning to use the next several weeks to increase the value of the site in a new way: online, interactive training-modules.

I have led in-person trainings regarding biblical integration for years in at conferences, schools, and professional development events. However, COVID-19 has been a catalyst for me to learn more about online teaching, instructional design, and development. Therefore, I believe the time is right to leverage this growth to adapt and form much of this content for maximum impact online. By early 2021, I am hoping to make my Every Bush is Burning training available for free on this site. If that goes well, I have several other courses that I would like to develop as well. These could be used by individual teachers, but they will also be useful for small groups or entire schools looking for professional development in this area.

Since this will be a large undertaking, I will not be posting new weekly articles for several weeks. This is not because I have given up on the site. This is not because I am not continuing to invest in helping teachers grow as integrators. On the contrary, I am working hard to produce larger-scale elements that provide greater benefit for those who have come to appreciate what this site offers. I am excited about this new opportunity and I am praying that God would use it in big ways.

Explicitly Communicating Your Key Content: Biblical Integration

Biblical integration, like everything else, is more effective when it is communicated effectively. Great integration becomes poor integration when it is communicated poorly. Sometimes it is appropriate for students to discover an integration concept themselves. There are times when they need to mine the material and develop their own critical thinking skills. However, there are other times when the teacher needs to explicitly state a particular concept. Here are a few steps that you can implement to help you to explicitly communicate key integration concepts in your class. I will use an integration-idea from English/Speech class to illustrate.

1. Say it.

The first step in communicating an integration concept is simply to say it. This is obvious, but it needs to be said because (sadly) integration ideas often never make off of the lesson plan. 

English/Speech Example: Words have power (Jas 3).

2. Say it clearly and robustly.

Take your concept and develop it so that it clarifies a concept substantially. This helps to eliminate confusion.

E/S Ex: Words have power to direct our thoughts, attitudes, and actions (Jas 3).

3. Say it memorably. 

Often great teaching is separated from average teaching by active attention to memory. Great teaching sticks, so make your concept sticky.

E/S Ex: Words have power to mold me and my words mold others (Jas 3).

4. Say it with connective tissue.

It is important the student fully grasp how the integration concept is connected to the course. If it is just a biblical fact or idea, it is not integration. 

E/S Ex: Words have power to mold me and my words mold others, so writing and speaking are superpowers that can be used for good or evil (Jas 3).

5. Say it repeatedly. And have the students say it too.

Repeat. Repeat. Repeat. And be sure to put the phrase on your quiz or test. 

E/S Examples: 

True or False: Words have power to mold me and my words mold others, so writing and speaking are superpowers that can be used for good or evil (Jas 3).

Fill in the blank: Words have _______ to mold me and __ words mold others, so writing and speaking are ___________ that can be used for good or evil (Jas 3).

In three sentences, explain the following in your own words: Words have power to mold me and my words mold others, so writing and speaking are superpowers that can be used for good or evil (Jas 3).

If you want to make sure your students know key integration ideas, develop them well. If you follow the steps above, you’ll be on a great track.