Dog Eating Chicken
By Heather Hansen, Texas Lutheran University, Seguin, TX
Description:
What's that you say? A dog eating chicken? Or did you mean a dog-eating chicken? It's funny how even
when we speak the same language, we have to learn to communicate in a way that makes sense to the
people we are talking to. In a missional age with youth, come explore what it means to speak their
language and share with them a Gospel message that makes sense. In this workshop, participants will
explore the ways they might take an old language of faith and translate it into a youth-friendly way of
sharing the story. Participants will also spend some time learning how to teach youth to share their own
stories of faith in a way that speaks to their peers.
Materials Needed:
Chalk board/dry erase board or newsprint
Chalk or markers
Participants will:
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Identify the challenges with communication, even in a common language, and with translating
the gospel and communicating meaning.
Recognize translation as an important part of missional youth ministry
Understand and embrace the importance of learning youth culture as part of translation
Practice “translating” common theological terms for youth as part of mission with youth
Explore and practice ways of sharing the gospel through our own stories
Explore or brainstorm ways of teaching youth to share their own story with their peers
Introduction:
In this session, we are going to be talking about translation of the gospel and sharing the gospel,
particularly with youth. Mission is about reaching people with the gospel message and a large part of
mission is communication. Words and language are a part of the way we communicate with each other.
Because of this we have to be careful to understand how and what we are communicating. And, we
have to remember that over time, language changes. We also need to think critically about what the
gospel message is, and how we can communicate it in a way that is relevant and meaningful to the
people we share it with.
With that in mind, today we will discuss the complexity of communicating with words, our roles as
translators of the good news, and then apply those ideas to sharing and spreading the good news in
mission, particularly with youth.
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PD2 Practical Session #1: “Dog Eating Chicken”
Beginning Activity: Words and Their Meanings (15 minutes)
Begin by listing a few words and/or phrases that might mean different things to different people. Ask
them to define what the word or phrase could or might mean.
(You will process this activity after its completion, but be looking for ways that people define the
words or phrases depending on not only syntax/punctuation, etc. but upon their social
experiences: age, background, socio-economic status, religious experience, life experiences, etc.
For example, some people from a certain generation might see a joint as smoking marijuana,
some might think of their knees or hips that just got replaced, and some might hear a place to
hang out, such as the burger joint, while others, like a carpenter or engineer, might think of the
place where two things are joined together.)
Examples:
Joint
Fun
Eating lunch in the cafeteria stinks.
When they get the hang of the activity, have the group in pairs or threes come up with a few examples
of their own of words or phrases that can be misunderstood and then have them share with the larger
group.
Activity Process: (10 minutes)
Process with the group the many ways that words can be understood or misunderstood:
1. Punctuation
a. punctuation can make a difference as in the title phrase for this workshop: “Dog eating
chicken”
i. -like a dog eating a piece of chicken, OR a dog-eating chicken, a big monster
chicken with fangs that eats dogs. The difference is simply a punctuation mark.
2. Changes in definition over time/generations
a. The word “joint” for example
i. Different times and different generations might hear this differently
3. A person’s social experiences
a. Did their cafeteria stink? Did they have no friends at lunch? Do they prefer to eat
outside?
4. A person’s life experiences
a. Example: In my family of origin, the family room was where the TV was and the den was
where my dad’s desk and work space was. In my husband’s family, there was no family
room, but they called the same type of room the den, and the study was where his
father’s work space and desk were. We had to learn each other’s definitions of spaces
in the house and create our own for our new life together.
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PD2 Practical Session #1: “Dog Eating Chicken”
5. The physical manner in which words or phrases are spoken
a. What words are emphasized in a sentence?
i. Try saying the simple phrase “The cow jumped over the moon” three times,
emphasizing first the word cow, then the word jumped, then the word moon.
b. Tone
i. What feelings are implied? What underlying meaning is expressed? Happiness?
Excitement? Sarcasm? Anger? Sadness? Confusion?
ii. Is there a statement being made or a question?
c. How does body language affect what is being communicated?
Words, Language and Translation: (5 minutes)
Up until now, we have talked about the difficulties of communication within a SHARED language, but
now let’s briefly touch on the complications with the TRANSLATION of words from one language to
another. For this, we will touch briefly on a basic lesson in biblical hermeneutics! (Doesn’t everyone
feel much smarter now?)
The struggles with written, translated word:
1. Written verses verbal
a. Koine Greek is an old language not spoken anymore
b. As discussed above, language spoken and experienced out loud is different than read by
one individual
c. Greek and Hebrew have very little or no punctuation
d. Words have different meanings over time/context
2. Stories passed on verbally for years
a. Before scripture was recorded, the stories were told; sometimes over centuries. In
gospel times, at least over 30 to 50 years in some cases
3. Possible error by the scribes
a. We recognize that the scribes could have possibly “heard” wrong, or what about critical
spelling or grammatical error?
4. Different goals and audiences for the text
a. Different word meanings (some words have more than one translation)
5. What is the context that the word is written in?
a. What do phrases in that time really mean? If I were to say to someone in English, “oh,
that’s cool!” it wouldn’t mean that the thing was cold, but the literal translation would
indicate that it was cold if you didn’t know the colloquialism
b. What were the “rules” of the time? What are the life and social contexts?
i. Jewish law, Roman law
ii. What is the culture?
iii. Views of women, Gentiles or pagans verses Jews, then new Christians,
persecution, socio-economics, social structure (Jews vs. Samaritans)
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PD2 Practical Session #1: “Dog Eating Chicken”
c. Context and culture is particularly important as we look for the meaning behind the
words.
Out of all these difficulties, there are issues with the words themselves (as we experience in our own
language), there are literal translation issues, and there are also cultural issues.
Small Group Discussion: (15 minutes)
Have the group break into smaller groups of about 4 to 5 people. Process what they have learned so far
and discuss the following questions:
What are some of key things that stick out to you so far in this session?
What is the most challenging thing about communication for YOU?
How can language be a barrier to sharing the gospel?
How is language an opportunity to share the gospel?
Have small groups report back to the larger group the key things shared in discussion. Give the whole
group an opportunity for any other questions or comments that come to mind.
Translating the Gospel with Youth: (20 minutes)
So, what does all this communication have to do with youth ministry? The Practice Discipleship theme
for this year is faith formation in a missional age. In the past, missionaries were sent out all over the
world to spread the gospel in foreign places. Many missionaries adopted a model of learning the
language and culture of the people as they worked to share the gospel with those whom they met.
Today, we may not be learning a different language, per se, but there are particular generational
languages spoken, and youth culture must also be taken into account as we seek to be relevant and
convey the gospel message as it is intended.
Kenda Creasy Dean and Ron Foster write in Chapter 11 of their book The Godbearing Life:
“Being theologians-in-residence means we take seriously the responsibility of talking about God
coherently, of witnessing to the ways we have seen the risen Lord with our own eyes. It does
not necessarily mean that we have a seminary degree or a bunch of letters after our names to
validate our credentials. What it does mean is that in our various settings for ministry, as
Godbearers we will have some understanding and vocabulary to speak consistently and
compellingly about God.” (p. 173)
They go on to say:
“Without attention to the integrity of the gospel, witnessing can slip into mere advertising.
Conversely, preserving the integrity of the gospel is pointless unless we tell others in intelligible
fashion how it has made a difference to us.” (p. 174)
And finally:
“Being a student of the Bible is not enough in and of itself. The other side of the interpretation
equation rests in drawing out the gospel’s meaning for the theological struggles at work in the
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lives of teenagers…the skillful communicator will make connections, build bridges, and do
invisible double exegesis.” (p. 178)
All of this to say that we take seriously talking about God, we give attention to the integrity of the
gospel, and we find ways to speak the gospel that give meaning to the lives and questions of today’s
teenagers.
Good translation is not only speaking the words, but conveying the meaning.
Another way to think of the task of translation in youth ministry is given by Bill McNabb and Steven
Mabry in their book Teaching the Bible Creatively. They state that difference between transmitting and
translating is as follows:
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Transmitting – transmitter sends a message in one direction, from the source to the receiver
Translator – someone who helps facilitate communication between two persons who are
otherwise unable to communicate with each other
We as youth leaders must be translators!!! Our translation is unlike the middle ages when the priests
were the only ones who knew the language and interpreted the Word for everyone. We are products of
Martin Luther who translated the Bible into German so that everyone could read and interpret for
themselves. BUT, as translators, we can serve as a guide…someone who helps youth learn the language.
Knowledge is best understood when learned in context and community for discussion. Reading and
interpreting the Bible yourself is not an “anything goes” type of learning the gospel. Youth need
translators simply as a way to help them read and develop questions, take an interest and discuss what
it is they hear with other faithful.
So, how do we serve as translators?
1. Know your audience
a. Teenagers are experiencing a great deal of change (A great resource to use for exploring
this – and used to outline the following five changes – is The Space Between by Dr. Walt
Mueller)
i. Socially
1. friends have become important, they are learning more and more how
to relate to others, “who am I” and how do I differentiate from a group
while remaining connected to a group
ii. Intellectually
1. Think more complexly, more abstractly, develop deeper questions
iii. Emotionally
1. Feelings and moods change
2. Volatile in their mood swings
3. Hormones are involved
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PD2 Practical Session #1: “Dog Eating Chicken”
iv. Physically
1. Puberty
2. Brain development still ongoing
a. The part of the brain that makes good choices and decisions is
still developing, so they are still impetuous, so they still need
direction and guidance to make good decisions while their brain
is developing, even though intellectually they are becoming or
have become much more adult-like
v. Morally and spiritually
1. As a result of their emotional, intellectual, physical and social growth,
they are able to own their faith more, and question their faith more
b. Teenagers have their own culture
i. Media
ii. Music
iii. Friends/peers
iv. Language and technology
2. Learn the language
a. Learn the culture
b. Keep up with their words/language
i. Don’t be afraid to just ask youth about language. Ask them what words people
use, what are the key phrases their peers say in conversation
c. Learn how they use technology and then find ways to incorporate it
i. Special note here: also find ways to help youth learn the importance of face-toface conversation, but be sensitive to their technological communication style.
Find ways to balance the two and enhance communication using both.
3. Preserve the message, not the method
a. This doesn’t mean never speak out loud to a teenager again, and only text them. But it
does mean find creative ways to incorporate the ways that youth communicate,
including their language without throwing out the true message that you are looking to
communicate.
4. Know what you really want young people to take away
a. Again, from The Godbearing Life by Kenda Creasy Dean and Ron Foster:
i. “One temptation in youth ministry is to cover all the bases, to say something
about every aspect of the Chrisitan life. While we certainly favor a balanced and
holistic approach to youth ministry, in our roles as translators it is important to
narrow the focus…what three or four things do we most fervently want to
communicate about God, about the gospel, about humanity in relationship to
God?” (p. 179)
As we reach out to youth in mission, in faith formation, we must commit to learning youth language and
culture and we must also commit to learning the gospel in order to facilitate the conversation between
scripture and the young people we serve.
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PD2 Practical Session #1: “Dog Eating Chicken”
For Practice:
We’ve done a lot of talking, and so now, let’s do some practicing!
Activity One: (20 minutes)
Hand out notecards with “faith” words we use/throw around in the church such as “sin”, “grace”,
“salvation”, “communion” (you can come up with all sorts of them) and have the participants, in groups
of two or three do three things:
1. define the word in terms that a youth could understand
2. find a biblical passage or story to support/explain this word
3. reflect on their own life experience and come up with a personal story that
exemplifies/personifies this word and its meaning.
Once groups have had some time to come up with their three things, share in the larger group setting.
Process what the challenges were, what they discovered, and explore how this would work with their
own youth ministry settings.
Activity Two: (25 minutes)
Have participants remain in their groups of 2 or 3. This activity really works best with small groups.
Each person will take 5 minutes to think about and relay a story from their own life (with their partner
or group of two others) that finishes ONE of the following sentence starters:
1.
2.
3.
4.
A time when I felt God’s presence the most was…
I experienced God’s grace when…
One of the toughest times in my faith journey was…
My favorite childhood memory of church was…
After the participants have shared their stories, have them choose a faith word or scriptural passage
that their experience relates to. Share with them that this is the important work of translation: finding
ways to relate to others with our own personal story, but then also intentionally tying it to our faith.
When we can share a story, and then use that story to define a faith concept, it becomes more relevant
and personal to the hearer. It conveys meaning.
Debrief with the following questions:
1.
2.
3.
4.
5.
6.
7.
How do stories translate the gospel message?
How did it feel to share your story?
Is there anything that would have made sharing your story more comfortable?
How might you see this working with youth?
What would be appropriate to share with them?
How could you encourage them to share?
Could you have youth compare a story from the Bible with their own story? How might you do
this?
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PD2 Practical Session #1: “Dog Eating Chicken”
Conclusion: (10 minutes)
We’ve covered a lot of ground today! This has been a LOT of information and a lot of thinking.
What one thing will you take away from this session as helpful?
What has been challenging?
What questions do you have today as you leave?
(Give the participants time to answer and discuss the above questions.)
Thank you for your participation in this session! Let us close in prayer.
Dear Heavenly Father,
We thank you for the opportunity to be in mission with youth. Please guide our words and our
relationships as we seek to be translators of your Gospel Word. Help us to learn how to share
our faith in ways that speak what you have taught us and that bring meaning to those who hear
it, particularly the young people we work with and serve. Amen.
Resources Used/Recommended:
The God-bearing Life: The Art of Soul Tending for Youth Minsitry
by Kenda Creasy Dean and Ron Foster, Upper Room Books, 1998.
Teaching the Bible Creatively: How to Awaken Your Kids to Scripture
by Bill McNabb and Steven Mabry, Youth Specialties Inc, 1990
(out of print, but available on Amazon.com)
The Space Between: A Parent’s Guide to Teenage Development
by Dr. Walt Mueller, Zondervan/Youth Specialties, 2009
Teaching Cross-Culturally
by Judith E. Lingenfelter and Sherwood G. Lingenfelter, Baker Academic, 2003
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PD2 Practical Session #1: “Dog Eating Chicken”