You might be interested in checking out a fairly substantial written interview I did with Thomas Hudgins about communicative Greek pedagogy. He has just posted it over at his blog. Thomas is an Ed.D. student at Southeastern Seminary in North Carolina.
To whet your appetite, here’s a list of the questions Thomas asked:
- What are the top three strengths to teaching Greek as a living language?
- Will you please describe what your class time looks like, from the minute you and the students walk through the door until the time you all leave class. Let’s say you are covering the Present Active Indicative, or feel free to describe covering a different subject matter. I’m curious what your class time looks like compared to the Greek courses I had (David Beck, SEBTS; David Farnell, TMS; Paul Felix, TMS; David Alan Black, SEBTS).
- From an education standpoint, I have not seen any research assessing the proficiency of graduates in using New Testament Greek, or what percentage even uses it at all in ministry after they graduate. I hope that someone will endeavor to do this research on a broad-scale in the future. I’m curious about your perception. Do you think the Living Language approach has a marked increase in (1) a graduate’s proficiency and retention of New Testament Greek, and (2) graduates’ utilization of New Testament Greek in ministry after graduation? If so, why?
- What textbook do you use, or can you use a standard textbook while following the Living Language approach?
- Is the Living Language approach only good for beginning Greek courses? In other words, can you use Living Language techniques in advanced Greek courses? If so, how?
- How did you get involved with this approach to teaching/learning New Testament Greek?
- What were your impressions of Greek courses when you were a student?
- Are there any weaknesses about the Living Language approach that you have identified as a teacher?