Language Learning in the Middle East as Ministry
Walker and Meredith, Christian missionaries with SIM USA, work in Middle East missions. Meredith provides healthcare for refugees as a nurse practitioner, while Walker serves as a teacher and coach at an international school.
Arabic language learning has been a central part of their experience in missions and a pivotal part of their cultural integration into the local community. Initially, Walker approached missionary language training with minimal expectations, only wanting to learn basic vocabulary. However, within six months, God changed his heart. His perspective shifted, driven by a newfound passion for the language. Walker now regards Arabic language school as one of the biggest blessings for their family.
“God made me want to learn Arabic, and I’ve enjoyed it ever since. The challenges of learning Arabic are hard. I think it’s probably the hardest thing I’ve ever done. But I enjoy it. I would go back and do it full-time tomorrow, no problem,” he said, thinking about the benefits of language learning for missionaries. “If you get to the point where God enables you to enjoy it, then it’s just so much better. You’re connecting through language. You’re just talking. You’re learning about other people. You get to listen to their life a little bit and share your life. You get to speak the truth.”
For Walker and Meredith, learning the local language is about more than just linguistic proficiency in missions—it serves as a form of ministry. They believe that learning Arabic opens the door to effectively connecting with locals through their heart language, ultimately serving as a form of ministry through language learning. Their experience emphasizes the importance of language acquisition in mission work, enhancing one’s ability to serve and connect with locals through language.
Walker and Meredith’s journey in learning Arabic at their school was a transformative language learning experience that deepened their understanding of culture, faith, and community. The Arabic language curriculum at their school progressed through stages, starting with basic phrases and beginner’s materials. Lessons included children’s books that featured well-known Bible stories.
As they gained advanced Arabic proficiency, Walker and Meredith delved into more complex readings of these Bible stories. Eventually, they began using the direct Arabic Bible translations. This led to discussing Biblical concepts in Arabic.
“Once your language gets to a certain point, you can talk about important things. In most countries outside of the West, religion is the most important thing,” Walker explained, reflecting on serious language discussions. “That really leads to great conversations. You’re talking about the Christian perspective in Arabic, and you start to get into religious concepts in Arabic; concepts that are hard, like grace.”
Building Relationships Through Arabic Language Lessons in the Middle East
Walker reflected on their daily Arabic interactions during language sessions, highlighting how their conversations often began with sharing about their day. These conversations sometimes led to deeper discussions about Christian life and how it stands out from the world.
“We always start off talking about our day, and there’s so many things that come up. People are interested in seeing how you raise your kids or interact with your wife. Or what do you think about your parents? How do you treat them? These are all Christian family values that are glorifying to God,” he said, explaining how their family life in missions stands out in the Middle East and emphasizing the impact of cultural interactions through language.
Beyond the classroom, learning Arabic fostered cross-cultural bonds and relationships through language learning. It formed a special relationship with Meredith’s Arabic teacher, a local Muslim woman. This bond deepened significantly when Meredith welcomed their youngest child, prompting the teacher to visit their house for home-based language lessons. Observing the everyday dynamics of Walker and Meredith’s family left a profound impression on her. What’s more, meeting in the comfort of a home rather than a classroom made it easier for the two women to have deeper conversations.
“She’s been able to see normal life,” Meredith said, reflecting on her experience with deepening relationships through language learning. “We’ve been able to have some great conversations about the war in Gaza, and faith discussions—comparing religious texts and looking into the differences in the Quran and in the Bible—and just go deeper because we’re in the comfort of my home. It’s actually turned into a relationship.”
“The light shines in the darkness, and the darkness did not overcome it.” John 1:15
These godly lifestyle differences stand out to Walker and Meredith’s teachers and peers. Remember, light shines in the darkness. Living for God’s glory starkly contrasts with living for the world, and this Christian witness through lifestyle does not go unnoticed!
Walker and Meredith’s experience in language school emphasizes the importance of maintaining a godly, missional outlook in all stages of the missionary journey. There are numerous ministry opportunities in language learning, particularly during the initial stages of integrating into a new culture. In some settings—like where traditional missionary activities may not be welcome—becoming a student can be among the best ways to be a faithful, respectful, and legal witness where Jesus is least known.
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” Colossians 3:23-24
The scriptural motivation from Colossians 3:23-24 encourages believers to approach their daily activities with wholehearted dedication, viewing them as opportunities to work for the Lord. This perspective aligns with Walker and Meredith’s approach as missionaries. They exemplify this by integrating their faith into their roles as teachers and their interactions within their educational community. Their lifestyle is ultimately them working for the Lord.
Education in the Middle East: Engaging with Muslim Peers and Learning About God’s Love for Everyone
Walker and Meredith’s children attend the local daycare in their country. It is an encouraging environment where their teachers support the children learning Arabic and provide cultural immersion for kids.
“The teachers are just so sweet, and they do such a great job of loving kids,” Walker said, reflecting on the teacher support in language learning and cultural comfort for kids. “It is an Arabic-speaking daycare, and I think that’s been really good because they’re able to learn and play in Arabic, and they’re able to feel comfortable in the culture.”
Walker and Meredith’s eldest son is enrolled in a nearby school that includes both local children from Muslim backgrounds and other foreigners. Despite being led by Christian educators, the school serves as a diverse environment that brings together families from various cultural and religious backgrounds. This environment offers Christian students a valuable opportunity to engage with Muslim peers.
“It is a decent amount of expat kids but there’s also Middle Eastern kids there. It’s an expat and local student mix,” Meredith said.
“Everybody knows that the whole staff is Christian educators … but there are people from a Muslim majority background who are sending their kids here. I think it’s awesome interacting with Muslim families, getting to know some of the other moms and their kids.”
Attending a local school where their children daily have Christian and Muslim interactions has provided valuable opportunities for the family to discuss religious differences between Christianity and Islam. These conversations have opened the door for discussions about cultural appreciation and have ultimately helped the children appreciate God’s love for all people.
“They love God and love people. They know that people are created in God’s image. They’re getting to have a bigger worldview at a young age and understand Christian love,” Meredith said.
Why Becoming a Learner is Key to Cross-Cultural Ministry
Walker and Meredith’s journey in learning Arabic has deepened their understanding of local culture and community, and it has also taught them that language learning is a form of ministry. By embracing the challenges and joys of learning Arabic, they have discovered that language proficiency opens doors for connecting with locals through their heart language.
For them, becoming learners has proven to be among the most effective ways to faithfully witness where Jesus is least known. Their story is a reminder that in missions, one of the most powerful ways to serve is by first becoming a student. For them, learning Arabic wasn’t just a tool for communication. It became a posture of humility, an open door to deeper relationships, and a visible expression of love and respect for the people around them.
For those entering cross-cultural missions, becoming a learner is not a detour from ministry. It is ministry. Whether in a classroom, a living room, or a playground, Walker and Meredith’s commitment to learning has created countless moments of connection and gospel witness. In contexts where traditional ministry avenues may be closed, a posture of learning provides a respectful and deeply relational way to reflect Christ.
*Names have been changed for the privacy and safety of our workers, ministry partners and those we serve.
Maggie Watts
Content Creator
I am a Content Creator with SIM USA. It is a joy to use writing and multimedia to glorify God and tell stories about how He is working around the world.