FINKmonthly - A Faith Inkubators eNewsletter

FSL: Faith as a Second Language

Debbie Streicher — Wed, 20 May 2009 00:00:00 EDT

If you were to approach teaching faith like you would teaching a foreign language, what new methods might you consider? After teaching languages and living in a number of foreign countries, I have come to see a direct parallel between learning foreign languages and learning the language of faith.

Learning a Foreign Language
Learning English as a Second Language (ESL) is a struggle for most adults who didn't grow up with the language spoken in their homes. Likewise, many adults in our congregations also struggle learning the language of faith. It's like learning a second language. If they didn't grow up with it spoken in their home, it seems foreign. It's not that they don't want to learn. It simply isn't their native language, and learning it can make them feel uncomfortable.

Expectations
Families coming through the church doors may feel like they are entering an unknown culture. Immigrant parents often count on schools to teach English to their children. Similarly, parents drop their children at our church doors, counting on us to teach faith to their kids. Immigrant parents do not feel qualified or equipped to teach the strange new language. The same is true for many parents and the language of faith.

Fluency Sets a Standard
For immigrants, standard of living and income levels improve dramatically as they become fluent in English. Becoming fluent in the language of faith can also improve the "standard of living" in homes. Although you can't measure the "income" in a checkbook, the resulting benefits to the family in terms of grace, forgiveness, communication and sharing can be immeasurable.

Those who become articulate in English can eventually work and assimilate to a life in the community. They begin to speak English with their children in the home. Those who become articulate in the language of faith will eventually live out their faith every day in the home, at work, and in the world.

Effective Ways to Teach
The most effective ways to introduce English are to teach the way the brain learns. That means a heavy reliance on active learning and whole-brain techniques with lots of visuals, games, songs, hands-on practice, motivation and fun.

The most effective ways to teach faith are the same: visuals, games, songs, hands-on practice and fun. Involvement of parents and other adults as role models is key.

The Importance of Immersion
Those who become fluent in a foreign language know that the best way to learn is to be immersed and surrounded in a home where the language is spoken. After living in a culture and being "loved into" the language, you become fluent. It is not forgotten. Wherever you are in the world and hear it spoken, you gravitate towards it and thirst to be with others who speak the same language.

It's hard to argue educationally that a language can be taught in a one-hour-a-week session. It's also hard to argue Biblically that faith can or should be taught in a one-hour-a-week session. The key to bringing parents and others on-board to become fluent in faith-talk, is to create an immersion experience that includes the home. Teach a theme at church. Invite parents and ask them to return to the same theme every night in their homes.

Our Instructions
When the Children of Israel were preparing to enter the Promised Land, God gave them a clear set of instructions on how to teach their children:

You shall love the Lord your God with all your heart, and with all your soul, and with all your might. Keep these words that I am commanding you today in your heart. Recite them to your children and talk about them when you are at home and when you are away, when you lie down and when you rise. Bind them as a sign on your hand, fix them as an emblem on your forehead, and write them on the doorposts of your house and on your gates. - Deuteronomy 6:5-9

Questions for Leadership:
Take this language metaphor to your next leadership team meeting and ask:

How is faith taught in our church?
Are we aware there may be parents in our congregation learning the language of faith for the first time?
Do we see one of our roles to be teaching Faith as a Second Language (FSL)?

Debbie Streicher is National Director of Children and Family Ministry. She is located in Northern Virginia and happy to address any questions you may have regarding Faith Inkubators' resources. Please contact her at dstreicher@faithink.com. Read her blog at www.faithink.blogs.com/gift/.

What to do with a Sub-par Guide

Monty Lysne — Wed, 20 May 2009 00:00:00 EDT

I received a question from a church about how to proceed when a Head to the Heart (H2H) small group Guide was not doing well with his or her group.

This is an extremely delicate question, because every church, church staff, small group and Guide are different, but it is a practical concern that all H2H churches may face. As a program leader, it can be difficult recruiting and nurturing a group of Guides. Sometimes, despite training and prayer, one just doesn't work out. The easiest thing to do would be to try to ignore the problem and hope it will go away. Ultimately, finding a balance between care for this adult and care for this adult's small group of kids should be the goal.

Let me state that being a Guide can be tough. I've been one myself so I know that this is true. To be clear, let's define a working definition for a "sub-par" Guide not as someone with a group of crazy kids (this can happen to anyone) but as someone who may not be putting forth a maximum effort to bond with the kids, someone who may be "teaching" in a way that is off-message from the pastoral staff, or someone who just doesn't get that an H2H Guide is not a drill sergeant or task master, but a facilitator and mentor.

In my experience, I've found the best thing to do is to make a lateral move with the Guide in question. Find a new position in the program where the gifts of this person can be more effectively used. Perhaps this Guide would work better as a one-on-one mentor with a kid who might need such help. Maybe this person is more suited in helping with organization and upkeep of your program in stead of on the front lines with kids. It may also be that a team approach might improve the situation, and finding a partner for this Guide would improve things.

Let's say the worst happens. The Guide just isn't working out. A mistake was made in recruiting or you received some bad information about this individual, and you need to let him/her go. Pray hard about it. Every situation is different, but ask yourself if you're willing to be the "bad guy" for the sake of the kids. If you're not, or the situation could become a bit dicey, surround yourself with teammates who can help buffer any fallout. In fact, a team approach to this type of thing is always safest. You are much more likely to face repercussions alone than as part of a team. The bottom line is this: Pruning is sometimes necessary. It may not be fun, but it may be necessary. Do what you know is best for the kids in your program.

Sunday School as Sacred Space

Debbie Streicher — Wed, 20 May 2009 00:00:00 EDT

Am I the only Christian educator who gets a little frustrated when during a Sunday school opening I see and hear parents who would rather talk and drink coffee in the background while sending their children up front to "be in Sunday school"?

Have you heard about the little boy who was asked what he wanted to do when he grew up? His answer: "I can't wait until I grow up to be just like my Mommy and Daddy. Then I won't have to go to Sunday school anymore!"

Ouch! As a Christian educator with a passion for family ministry and focusing on the dynamics of parents as role models of faith for their children, this is the last thing I want to hear. Unfortunately, we can understand why this child can't wait to be like Mommy and Daddy.

I feel I am not alone in my thinking as I have heard from others who have expressed the same scenario and experienced similar frustrations within their own congregations. My concern is the message we may be sending to our children about the role we all play in a learning setting when this happens. Although I appreciate the true need for parents to have time to talk with one another and the importance in providing a fellowship opportunity for all, I'm wondering how we can balance wanting parents to join children in Sunday school and wanting them to find our congregation as a place where they can gather each week, meet others, and build relationships.

My concern lies in the message we send when we tolerate adults and youth congregating in the background and talking while we are teaching and sharing scripture lessons. This doesn't happen when we gather in a worship service. Those sharing a scripture lesson and prayer for the day deserve respect. I have the hope that everyone present will honor the words shared and role model the reverence of the time together for all. Can we expect everyone to take at least 15 minutes for an opening and introduction to a lesson to pay attention and be present by sitting together and listening with us, not observing us? I believe it can speak volumes to those entering a room.

As you are reading this, you may think I am challenging our basic understanding of what Sunday school is, but I'd like to suggest we ask ourselves what is happening when we gather together in a place for Christian education. Can we consider this to be sacred space? Is it akin to the worship service? Does worship only happen in the sanctuary? Can Sunday school happen in the worship space? Can worship happen in the Sunday school place? Is it not the place we teach all ages what worship is?

In the Subject Guide found in the back of my Bible, worship is defined as giving reverence and honor to God. It also references praise and prayer. In my opinion, God deserves our reverence and honor through our praise and prayer no matter where we gather to share His Word.

My challenge to you is to think about places and spaces you meet in your congregation to praise God and hear His Word. Are they sacred spaces?

Britannica.com's definition of sacred is: the power, being, or realm understood by religious persons to be at the core of existence and to have a transformative effect on their lives and destinies.

The definition of space according to Merriam -Webster is: a period of time.

In the context and setting of our church buildings, where and when are the times and places you gather all the ages and provide opportunities to experience transformative effects on lives?

Although I know the worship service is our first answer, as a Christian educator, I have also witnessed lives changing and relationships strengthened through prayer and praise for God during a period of time we call Sunday school. It has taken setting expectations and being intentional.

The challenge before us is to help those entering our buildings to feel that transforming love everywhere and create opportunities for this to happen. God's work happens in amazing ways and in unexpected places. Our work is to provide time for this to happen.

Time for children, parents, and youth.time to praise God together . then we have our coffee and doughnuts.

I'd enjoy hearing your thoughts about this and what you have experienced. And if you already experience Sunday school as sacred space in your congregation, please share how you do it!

Planning and Logistics

Monty Lysne — Thu, 21 May 2009 00:00:00 EDT

Faith Inkubators Bible Verse Music

Thu, 21 May 2009 00:00:00 EDT

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Mon, 16 Mar 2009 00:00:00 EDT