March 25, 2020 // David R. Miller, Ed.D.

After years of studying Greek and Hebrew, and also receiving a great deal of wisdom from advisors and friends, I decided to focus my dissertation on how biblical languages were currently being taught in Christian higher education. I had been talking with dozens of NT and OT language professors for years about my struggle with languages and those of others I knew to no avail. And although the prevailing opinion seemed clear, it was still anecdotal. There was no research to prove the effectiveness or ineffectiveness of the Grammar Translation Method (GTM). When I assessed the textbooks and online tutorials for NT Greek, in particular, I found that almost everyone was using GTM as their basis for teaching Greek. Of course, there were a few people who did not seem to have any discernable strategy to their approach. And others who tried something “new” or “unique” but in the end, they were still just presenting a rearranged GTM.

            So what were the research results? Many of the professors and professionals surveyed disliked GTM and denied using it. But their own textbooks betrayed their protests. I surveyed 32 experts from 25 schools in three countries whose combined experience added up to 650 years of teaching biblical languages. Their answers clearly articulate the struggles of so many students. Here are just a few of the statistics revealed through the study.

63% - Structure

53% - Translation Ability

47% - Native Langauge Benefits

47% - Rapid Improvement

75% - Artifical/Unrealisitic

66% - No Greek Understanding

56% - Too Rigid

53% - Too Much Memorization

50% - Small Picture Focused

47% - Poor Learning Style

97% - No

3% - Yes

12% - More than half

88% - Less than half

Although these are just a sample of the survey results, the numbers above expose the prevailing thoughts and feelings of the GTM process from many of the foremost experts in the field. GTM has been and still is the prominent pedagogy for biblical languages, and unfortunately, that does not look like it will change any time soon. With new Greek and Hebrew textbooks coming out each year with little or no unique contribution to offer, it is simply more of the same.

How do we expect modern students to learn these vital languages when we are still promoting an antiquated pedagogy?

Why would we dig a large hole with a shovel when a backhoe is available?

Or why would we hand-copy a book when printing presses and copy-machines are at our disposal?

It seems ridiculous to use old tools and methods for jobs that have been made considerably easier with new, modern, and more efficient tools and methods that are plentiful.

GTM is a system for teaching languages that produced significant gains in its day, and GTM still has some helpful traits as far as dead languages are concerned. But, just like the abacus in mathematics, GTM is no longer efficient for today’s students. And, according to the experts surveyed above, GTM is no longer effective in today’s educational setting either.

So, why the reluctency to change?

It could be laziness, but I know many of these experts and they are NOT lazy. Maybe it's convenience; perhaps these men and women just don’t want to rewrite courses that they have taught for years? That is certainly possible. In my opinion, the lack of change and disinclination toward new teaching methods is simple: for many, GTM is tried and true. In other words, many professors and teachers believe that if a process worked for them, it should work for anyone.

But this form of thinking is a logical fallacy. One cannot assume that all learn the same way just because they are taught the same way. Being taught to drive in the 1950s is not the same process as learning to driving in the 2020s. Similarly, teaching someone to type in the 1980s is quite different than teaching those who predominantly use hand-held devices today. Does spelling change? No. Does basic grammar change? Of course not. But, the modern methods of information input have changed drastically. Just as data collection, news consumption, and rapid communication have all changed. Adaptation is crucial.

As technology changes, learning changes. As learning changes, teaching must change as well. We must be willing and able to adjust our didactic strategies as our students adjust their methods of acquisition. But sadly, many teachers claim to be willing but either make no changes or do not know what changes to make. While others are able but lack the motivation to assert their privilege. Change is needed, that much is clear from the research.

But to what end?

What is the goal of teaching biblical languages? What do we want the student to learn? Why should the students care about this subject? Are biblical languages even necessary today? Are biblical languages useful without a seminary degree behind them? How will learning these dead languages help me grow closer to Christ? How will these difficult courses benefit my ministry? How much proficiency is enough? What is the financial cost? How much time will this process take away from my family and/or work? How can I study biblical languages when my weekly schedule is so full already?

And so on...

If you teach biblical languages and have not addressed these questions and concerns in your time of preparation, then you do not understand your students. Further, if you see these languages simply as part of a degree program, shame on you. The men and women who choose to take time away from other aspects of their lives and ministries think about all these things and they deserve a teacher or professor who knows that they will struggle in the process and have to fight to retain this knowledge for the glory of God. If you are not willing to make the necessary changes to benefit these eager minds, then you have no one to blame but yourself for their failure.

We must seek useful differentiation and apply meaningful adjustments to our pedagogy. Many will complain that our method is not what they think is “best” or “right.” Then let them develop something different and see how it works. If necessity is the mother of invention, then it is time to act because the church needs men and women who can rightly divide the Word of truth, and now more than ever before.

David R. Miller, Ed.D. has committed most of his education and career to spiritual growth and personal development in the church and in higher education. He has earned a B.A. from Moody Bible Institute, an M.A./M.Div. from Columbia International University, and a Th.M. and Ed.D. from Southeastern Baptist Theological Seminary. His goal is to encourage Christians to live passionately for Christ and strive to know Him better each day. David lives with his wife, Alayna, and their two children in North Carolina.

His doctoral work focused on the educational process of language-learning. Learn more in his book "Greek Pedagogy in Crisis" (available on Amazon).