As essential component of our work is sharing with others how God is at work in Europe and within our lives and ministries here. This role issues prompts to Linguæ Christi staff and volunteer for articles, reflections, and media and then assembles submissions for posts to Linguæ Christi’s blog and newsletter. This is one of the primary ways that news and information is disseminated to the mission’s supporters and network. Posts are made in a quarterly rhythm with a corresponding newsletter.
Ideal candidates would have a background or interest in communications and professional experience in writing or editing.
Linguæ Christi’s work is supported almost exclusively by financial gifts from individuals and churches. This role monitors donations to Linguæ Christi from individuals, churches, and other organisations. Linguæ Christi receives donations primarily in the U.S. and in the UK from two online giving platforms, but other donations also arrive via cheque and bank transfer. Occasionally donations are sent from other places in the world. This role is responsible for tracking donations, providing regular reports to the Honorary Treasurer and the Board of Trustees, and thanking donors. This role could be combined with another role in advancement or fundraising.
Ideal candidates would enjoy speaking to people, have a background in customer service, and would be familiar with using a database.
This assignment has two components: (1) a specialised ministry component, and (2) a local ministry component.
The specialised ministry component is for 1 or 2 individuals who will use their education and/or experience in accounting to help Linguæ Christi (LC) manage the financial work related to the overall summer student programmes. This includes actual accounting work on the organisational accounts, updating expenses related to the various projects, and serving as LC’s financial liaison with all student summer projects serving in Europe for the summer. This part of the assignment will take 50–60% of the intern’s time.
The second area of ministry involves participation in the outreach activities of a local church plant in a predominantly Welsh-speaking setting. The church plant uses an organic/missional model, meaning all activities occur in and are focused on the community. The work focuses on Welsh speakers of all ages, from children to senior adults, and also aims to connect with young Welsh speakers of a similar age. This aspect of the assignment will take about 40–50% of the intern’s time on-field. This assignment would be ideal for accounting majors who want to apply their skills in the service of missions.
This team will pioneer advance work among Sámi speakers in Norway, Sweden and Finland, where Linguæ Christi currently has no direct mission. Their task has three parts: (1) assess Christian activity and Gospel access in Sámi (churches, resources, discipleship opportunities); (2) explore Sámi language and culture, identifying where speakers live, gather, and how language shapes identity; and (3) create practical tools—like ‘Bridges and Barriers to the Gospel’ and ‘100 Ministry Ideas’—to guide future mission and church-planting. Training will be provided. This assignment is excellent preparation for students considering vocational missions or church planting.
For more information about the different aspects of Discovery Teams—research, media collection, prayer and missional conversations—visit our Discovery page.
This is a very independent project. Those who require a great deal of direct supervision or instruction should not consider this assignment.
Language
Many people through the Scandinavian countries speak English well, though some knowledge of Norwegian, Swedish or Finnish could also be helpful. No knowledge of Sámi is required or expected before arrival, as an intensive introduction to Sámi will be offered as part of the initial, on-field orientation.
This team will pioneer advance work among Asturian speakers in Spain where Linguæ Christi currently has no direct mission. Their task has three parts: (1) assess Christian activity and Gospel access in Asturian (churches, resources, discipleship opportunities); (2) explore Asturian language and culture, identifying where speakers live, gather, and how language shapes identity; and (3) create practical tools—like ‘Bridges and Barriers to the Gospel’ and ‘100 Ministry Ideas’—to guide future mission and church-planting. Training will be provided. This assignment is excellent preparation for students considering vocational missions or church planting.
For more information about the different aspects of Discovery Teams—research, media collection, prayer and missional conversations—visit our Discovery page.
This is a very independent project. Those who require a great deal of direct supervision or instruction should not consider this assignment.
Regarding language, as the trade language is Spanish (Castilian), though not strictly required, it would be very helpful and advisable if interested students (1) already possessed some good proficiency in Spanish before arrival, or (2) would be willing to commit to go through our “crash-course” (free and by distance learning) in Spanish before arrival on field. No knowledge of Asturian is required or expected before arrival, as an intensive introduction to the specific minority language will be offered as part of the initial, on-field orientation.
This team will use their skills, training, interests, and experience in film to help tell the stories of three specific language groups in Europe: the speakers of Welsh in Wales, Irish Gaelic in Ireland and Scottish Gaelic in Scotland. Through film, the team aims to spotlight these three European indigenous minority language groups—often overlooked by the global Christian community. The team will spend about five days with each people group, filming its landscapes and people to capture its history, language, culture, and identity. Using personal interviews and visual storytelling, they aim to highlight these groups’ spiritual needs—both for prayer and to inspire Christians abroad who may feel called to mission work among them. Afterward, the team will gather for a retreat to edit and produce the videos before their debriefing and return home.
Good proficiency with photography and especially videography would be very helpful for this assignment. This is a very independent project. Those who require a great deal of direct supervision or instruction should not consider this assignment.
This team will pioneer advance work among West Frisian speakers in the Netherlands, where Linguæ Christi currently has no direct mission. Their task has three parts: (1) assess Christian activity and Gospel access in Frisian (churches, resources, discipleship opportunities); (2) explore Frisian language and culture, identifying where speakers live, gather, and how language shapes identity; and (3) create practical tools—like ‘Bridges and Barriers to the Gospel’ and ‘100 Ministry Ideas’—to guide future mission and church-planting. Training will be provided. This assignment is excellent preparation for students considering vocational missions or church planting.
For more information about the different aspects of Discovery Teams—research, media collection, prayer and missional conversations—visit our Discovery page.
Language
As the trade language in Friesland is Dutch, it would be very helpful and advisable if interested students (1) already possessed some familiarity in Dutch before arrival, or (2) would be willing to commit to go through our “crash-course” (free and by distance learning) in Dutch before arrival on field. No knowledge of Frisian is required or expected before arrival, as an intensive introduction to Frisian will be offered as part of the initial, on-field orientation.
This team will pioneer advance work among Piemontese speakers in Italy, where Linguæ Christi currently has no direct mission. Their task has three parts: (1) assess Christian activity and Gospel access in Piemontese (churches, resources, discipleship opportunities); (2) explore Piemontese language and culture, identifying where speakers live, gather, and how language shapes identity; and (3) create practical tools—like ‘Bridges and Barriers to the Gospel’ and ‘100 Ministry Ideas’—to guide future mission and church-planting. Training will be provided. This assignment is excellent preparation for students considering vocational missions or church planting.
For more information about the different aspects of Discovery Teams – research, media collection, prayer and missional conversations – visit our Discovery page.
This is a very independent project. Those who require a great deal of direct supervision or instruction should not consider this assignment.
Language
As the trade language in Piemont is Italian or German, it would be very helpful and advisable if interested students (1) already possessed some good proficiency in either before arrival, or (2) would be willing to commit to go through our “crash-course” (free and by distance learning) in one before arrival on field. No knowledge of Piemontese is required or expected before arrival, as an intensive introduction to Piemontese will be offered as part of the initial, on-field orientation.
Students will partner with Lëtzebuerg brauch d’Evangelium (Luxembourg needs the Gospel, or LbE), an organisation promoting church planting among Luxembourgish speakers. Working with LbE leaders and local churches, the team will engage in outreach that focuses on building relationships rather than overt evangelism, due to anti-proselytising laws. Flexibility and openness to creative approaches are essential.
Language
As the trade languages in Luxembourg are French and German, it would be very helpful and advisable if interested students (1) already possessed some good proficiency in either before arrival (level A2 or higher), or (2) would be willing to commit to go through our “crash-course” (free and by distance learning) in French or German before arrival on field. No knowledge of Luxembourgish is required or expected before arrival, as an intensive introduction to Luxembourgish will be offered as part of the initial, on-field orientation.
One of our largest needs is for more personnel to join us in our work, both on short-term and explorer projects as well as long-term. This role connects Linguæ Christi with potential staff, volunteers, and short-term project participants. There are many online platforms that offer posts or profiles for projects and positions with international missions organisations. Many are connected directly with student users and provide opportunities for one-to-one connections with prospective applicants. This role will maintain Linguæ Christi’s profile on at least one platform with relevant positions and projects while engaging with users on the platform.
Ideal candidates would enjoy speaking to people, especially in discerning callings to service, and would be comfortable working in front of a computer and meeting people on video calls.
This team will pioneer advance work among Sámi speakers in Norway, Sweden and Finland, where Linguæ Christi currently has no direct mission. Their task has three parts: (1) assess Christian activity and Gospel access in Sámi (churches, resources, discipleship opportunities); (2) explore Sámi language and culture, identifying where speakers live, gather, and how language shapes identity; and (3) create practical tools—like ‘Bridges and Barriers to the Gospel’ and ‘100 Ministry Ideas’—to guide future mission and church-planting. Training will be provided. This assignment is excellent preparation for students considering vocational missions or church planting.
