This essay analyzes a critical incident that took place in a hybrid distancelearning Hebrew language class that was adapting interactive, immersion-style, kinesthetic pedagogy during the week-long face-to-face intensive portion of the class – including Total Physical Response techniques in which students respond to the language with whole-body actions, entering into the world created by the language and the particular biblical text. Memorization, performance, interactive games, songs, and skits also contribute to the immersion-style learning environment. A snafu on the final day of the week led to a serendipitous solution that demonstrated Parker Palmer’s idea of subject centered pedagogy. A brief description and analysis of the critical incident is followed by two short responses.
West, Travis; Nam, Roger S.; and Benckhuysen, Amanda W., "Kinesthetic Language Learning: How an Accident Led to a Revelation" (2016). Faculty Publications - Portland Seminary. 110.
Originally published in Teaching Theology and Religion 19:4, 376-384 (co-authored with Travis West and Amanda W. Benckhuysen).