n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Innovative teaching and learning of biblical Greek : a contextualised application of Fink's taxonomy of significant learning




Teaching biblical Greek as compulsory module to tertiary theology students can be challenging. When students doubt the general value of studying this ancient language or experience anxiety during the learning process, they are prevented from attaining higher cognitive levels of learning with the result of students failing to master Greek efficiently. This situation emphasised the need for innovation in the classroom. An exploration of Fink's taxonomy of significant learning (Fink, 2003a) yielded a flexible, learner-centred approach that could engage students from many subject areas in deep and significant learning. The aim of this article is to illustrate how Fink's taxonomy can be applied to the teaching and learning context of biblical Greek and possibly other language modules. Two examples from the Greek classroom are also presented to attest the applicability of Fink's taxonomy as a framework for creating innovative and significant learning experiences for students.


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