Academic literature on the topic 'Hebrew language – study and teaching – israel'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Hebrew language – study and teaching – israel.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Hebrew language – study and teaching – israel"
1
Yitzhaki, Dafna. "Attitudes to Arabic language policies in Israel." Language Problems and Language Planning 35, no. 2 (October 12, 2011): 95–116. http://dx.doi.org/10.1075/lplp.35.2.01yit.
Full textAbstract:
The paper reports the findings of a survey study which examined attitudes towards a range of language policies for the Arabic language in Israel. Arabic is an official language in Israel as a result of a Mandatory Order (1922) which dictates comprehensive Hebrew-Arabic bilingual conduct by state authorities. In practice, Arabic’s public position in Israel is marginal, and Hebrew is the dominant language in Israeli public spheres. Arabic speakers, a national indigenous minority, and Jewish immigrants from the Former Soviet Union, form the two largest language-minority groups in Israel. The study explored attitudes concerning (1) the use of Arabic in three public domains (government services, public television, and teaching of Arabic in Jewish schools), (2) a Hebrew-Arabic bilingual model, and (3) a multilingual model addressing language minorities in Israel in general. Respondents were 466 university and college students, Jews and Arabs, divided into five subgroups along linguistic, ethnic and religious lines. The main findings indicated (1) a clear hierarchy of language policy domains among all five subgroups, with ‘government services’ being the most favored domain; (2) a tendency among Jewish respondents to favor a multilingual policy over a Hebrew-Arabic bilingual one; and (3) a language minority element (non-native Hebrew speakers), overshadowed by the ethnic-religious (Jewish-Arab) element.
2
Or, Iair G., and Elana Shohamy. "Asymmetries and inequalities in the teaching of Arabic and Hebrew in the Israeli educational system." Journal of Language and Politics 15, no. 1 (April 29, 2016): 25–44. http://dx.doi.org/10.1075/jlp.15.1.02or.
Full textAbstract:
The aim of this comparative study is to detect symmetries and asymmetries in the status of two major languages taught in Israel: Hebrew in Arabic-medium schools and Arabic in Hebrew-medium schools. The teaching of these two languages offers a unique case of language education policy where categories of ideology, policy, curriculum, methods, and assessment intersect. For Arabs, Hebrew is perceived as a major tool for upward mobility, but findings show they are alienated by a curriculum embedded in the hegemonic culture and ideology, with which they can hardly identify. For Jews, Arabic is a language of low prestige, and their motivation is hindered by a curriculum which focuses mostly on formal language and security needs, and not on communicative, interactive skills. Concluding the paper, we propose an outline for the creation of alternative teaching environments that defy existing power structures and reinvent inclusive ecologies for the learning of both languages.
3
Kozminsky, Ely, Elda Weizman, and Hannah Horowitz. "Teaching Translation in Israel High Schools." Aspects divers de la traduction en Israël 43, no. 1 (October 2, 2002): 119–29. http://dx.doi.org/10.7202/003349ar.
Full textAbstract:
Abstract The paper describes the English Language Translation Program (LTP), as it is implemented in Israeli high schools. It further discusses the results of an empirical study designed to evaluate the students' achievements following the program. The LTP is a two-year option for the 11th and 12th grades. In a two-hour weekly course they practice written translation from English (L2) into Hebrew (L1), and discuss textually relevant translation problems with the aim of increasing language awareness and developing language competence. Evaluation of the program at the end of 1994 indicated that the LTP students improved the metalanguage skills related to translation, and also gained 5 extra percentage points in the regular English matriculation exams at the end of grade 12, compared to the non-LTP controls. Administrative, pedagogical, and conceptual problems in implementing the program are discussed.
4
NUMARK, MITCH. "Hebrew School in Nineteenth-Century Bombay: Protestant Missionaries, Cochin Jews, and the Hebraization of India's Bene Israel Community." Modern Asian Studies 46, no. 6 (March 12, 2012): 1764–808. http://dx.doi.org/10.1017/s0026749x12000121.
Full textAbstract:
AbstractThis paper is a study of cultural interaction and diffusion in colonial Bombay. Focusing on Hebrew language instruction, it examines the encounter between India's little-known Bene Israel Jewish community and Protestant missionaries. Whilst eighteenth and nineteenth-century Cochin Jews were responsible for teaching the Bene Israel Jewish liturgy and forms of worship, the Bene Israel acquired Hebrew and Biblical knowledge primarily from nineteenth-century Protestant missionaries. At the beginning of the nineteenth century, the Bene Israel community was a Konkan jati with limited knowledge of Judaism. However, by the end of the century the community had become an Indian-Jewish community roughly analogous to other Jewish communities. This paper explores how this transformation occurred, detailing the content, motivation, and means by which British and American missionaries and, to a lesser extent, Cochin Jews instructed the Bene Israel in Jewish knowledge. Through a critical examination of neglected English and Marathi sources, it reconstructs the Bene Israel perspective in these encounters and their attitude towards the Christian missionaries who laboured amongst them. It demonstrates that the Bene Israel were active participants and selective consumers in their interaction with the missionaries, taking what they wanted most from the encounter: knowledge of the Old Testament and the Hebrew language. Ultimately, the instruction the Bene Israel received from Protestant missionaries did not convert them to Christianity but strengthened and transformed their Judaism.
5
Shupak, Nili. "LEARNING METHODS IN ANCIENT ISRAEL." Vetus Testamentum 53, no. 3 (2003): 416–26. http://dx.doi.org/10.1163/156853303768266380.
Full textAbstract:
AbstractIn the absence of actual evidence on the existence of schools and relevant literature in ancient Israel, the present study attempts to reconstruct the learning methods and stages in light of the terminology applied to study and its accompanying images in the Bible (focused on wisdom literature). The analysis of these terminology and images indicates dierent teaching methods: listening, obedience, understanding, practice, learning lessons, and searching. These methods are complementary and reect various stages in the process of acquiring knowledge, from the first passive stage to the last more active and creative stage. In addition, it shows that the ancient Hebrew educators perceived knowledge first and foremost as traditional material, to be passed down from generation to generation.
6
Roubalová, Marie, Roman Kralik, and Peter Kondrla. "Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 59–67. http://dx.doi.org/10.15503/jecs2021.1.59.67.
Full textAbstract:
Aim. The aim of this paper is to show and explain the meaning and the importance teaching biblical Hebrew and Aramic in religious education. Method. The paper presents a descriptive study of philosophy of teaching Biblical Hebrew and Aramaic as an integral part of religious education, and at the same time it points out the main problems of this education which are connected with the fact that the original language of the Tanakh (one of the basic textbooks for religious education) is not the native language of the students being taught (even Israelis whose native language is Hebrew do not speak Biblical Hebrew) and studying it demands knowledge of Biblical Hebrew and Aramaic. Results. However, as the ideal method for teaching a foreign language does not exist, the choice of teaching methods must be based on the fact that each student or teacher prefers different method of work.
7
Nicola, Carolyn. "Distance Learning in the Shadow of War: Poetry, songs and digital games in Hebrew as a teaching method and as a content in the Hebrew language textbooks intended for students of an early childhood age in Arab schools strengthen their skills and make Hebrew accessible to them as a second language." Global Journal of Arts, Humanities and Social Sciences 11, no. 11 (November 15, 2023): 27–60. http://dx.doi.org/10.37745/gjahss.2013/vol11n112760.
Full textAbstract:
The Iron Swords War between Israel and Hamas Organization, which began on October 7th, 2023, caused sudden changes in the teaching curriculum. The students have had to experience an emergency situation and a state of uncertainty similar to that during the Corona epidemic. The Ministry of Education decided to apply the method of Distance Learning as an emergency teaching method in all towns and villages that are located in risk areas. Distance Learning also gave an opportunity to creative teachers to enhance their students' group learning and individual self-learning by listening to Hebrew poetry and songs, and play digital games that use spoken Hebrew. Teachers applied their innovative methods on early childhood students, who study Hebrew in Arab schools. This study was conducted with a specific purpose: to investigate the effectiveness of listening to poems, songs and digital games on the early childhood Arab students who study Hebrew as a first foreign language through their Distance Learning meetings and self-learning in their free time. The study found that listening to Hebrew poetry, songs and digital games have positive effect on the early childhood students and enriched their vocabulary, improved their grammatical skills, and their state of mind. The contents of poetry, songs and digital games provided the students with positive values of peace, understanding, hope, tolerance and acceptance of the other.
8
Bloch, Gali. "Heritage Hebrew in Finland: Insights from Multilingual Families." Languages 9, no. 6 (June 13, 2024): 216. http://dx.doi.org/10.3390/languages9060216.
Full textAbstract:
This study addresses the research gap in heritage Hebrew in Nordic countries, focusing on the perspectives of Hebrew-speaking immigrant parents in Finland. The objective is to understand family language policies and the use of Hebrew within multilingual families, exploring factors influencing parental decisions on heritage Hebrew transmission to the children. Employing a mixed qualitative–quantitative approach and the FLP analysis method, the research explores language management and the dynamic use of Hebrew within families, examining factors that influence heritage Hebrew maintenance in Finland. A survey of 36 families revealed a shift away from Hebrew towards the majority languages in Finland, with approximately a third of the children having poor or non-existent oral Hebrew skills. Despite the emphasis on Hebrew literacy by many parents, the reported proficiency levels were low, with slightly over 10% of children demonstrating good or excellent reading and writing skills, while 43% were entirely illiterate in the language. A third of respondents cited challenges in accessing Hebrew education, attributing it as the primary reason for the children’s illiteracy, as only 26.3% of children received external Hebrew teaching. While the connection between the birth order of the children and their heritage Hebrew skills presented diverse patterns, the survey revealed a notable shift towards Finnish as the primary communication language among siblings. A unique connection was found between parents’ birthplace and language choices, indicating reduced Hebrew transmission among repatriated parents. These insights contribute to understanding heritage Hebrew dynamics in Finland, with potential implications for informing policies supporting language transmission in similar contexts and practical application in multilingual families worldwide. Furthermore, by analyzing the dynamics of maintaining heritage Hebrew in Finland and investigating the language policies of immigrant Israeli families in the Nordic context, this study expands the theoretical understanding and contributes to the advancement of the fields of heritage languages and family language policies.
9
Rudin, Shai. "Responses of Arab teachers of Hebrew in Israel to an Israeli novel on Jewish-Arab relations." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 1–17. http://dx.doi.org/10.1108/jme-07-2019-0058.
Full textAbstract:
Purpose This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations. Design/methodology/approach This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel. Findings Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values. Practical implications These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative. Originality/value The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.
10
BAWARDI, BASILIUS. "RETHINKING THE ARABIC LITERATURE CURRICULUM: A BRIDGE TO WRITTEN ARABIC (FUṢḤĀ) AND A MECHANISM FOR CULTURAL CHANGE – CASE STUDY OF THE PALESTINIAN MINORITY IN ISRAEL." Romano-Arabica 22, no. 1/2024 (February 1, 2024): 9–23. http://dx.doi.org/10.62229/roar_xxii/1.
Full textAbstract:
As in neighboring countries, Palestinians living in Israel attend schools in which Arabic is the language of instruction. However, their situation is unique in that Arabic is the minority language, and students and teachers alike have to learn and function in the majority language – Hebrew – as well as the international language of science and commerce – English. In this article I present an overview of the particular problems this situation creates in terms of the accessibility of written Arabic – fuṣḥā. This inaccessibility is compounded by the choice of texts for the Arabic literature curriculum which neither engage the students nor contribute to the development of their critical thinking, that essential skill for progress and success in the 21st century era of pluralism, diversity and non-conformity. Within the context of the Sanctuary (ma‘bad) Theory of Kamāl ’Abū Dīb and the Diaspora Theory of Ilan Gur-Ze'ev, I demonstrate a model of such teaching with a poem by the Syrian author, ’Adūnīs.
Dissertations / Theses on the topic "Hebrew language – study and teaching – israel"
1
Winter, Hannah. "PROBLEMS CONFRONTING HEBREW SPEAKING ELEMENTARY SCHOOL PUPILS OF ENGLISH (ESL)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275321.
Full text
2
Maclean, Roderick Gilmour. "A comparative study investigating education and language policy in Scotland (with respect to Gaelic) and Israel (with respect to Hebrew)." Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429897.
Full text
3
Mendel, Yonatan Yoni. "Arabic studies in Israeli-Jewish society : in the shadow of political conflict." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609996.
Full text
4
Schwarzer, David. "Parallel development of writing in Hebrew, Spanish and English in a multilingual child." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187477.
Full textAbstract:
This is a year long in-depth, longitudinal case study of Noa, a six-year-old female in a bilingual first grade class which documents and analyzes her literacy development in a multilingual setting. Data collection for the study includes: written artifacts, anecdotal records, informal interviews with Noa, formal interviews with Noa's teachers, and videotapes. The research questions and their answers are summarized as: (1) What types of written genres does Noa develop? Noa developed 25 different written genres. The genres were categorized according to the distinction between language as an end in itself and language as a means toward an end, based on Halliday's ideas of learning about language and learning through language. (2) How does Noa use Hebrew, English and Spanish in her writing development? English was Noa's predominant written language. Only 10% of Noa's writings were written in languages other than English. (3) How does Noa use technology in her literacy development? Noa used the computer for two main reasons: as a stylistic device and as an ownership device. (4) What kind of questions does Noa ask about language learning? Noa wondered aloud about language intensively during the duration of the study. (5) What types of tensions influence Noa's writings? Three types of tensions were documented: Language learning: between invention and convention. The genres categorized as language as an end in itself did not show any development throughout the year. In the genres categorized as language as a means toward an end, the tension between inventions and conventions were obvious and gave a clear sense of Noa's literacy development. Settings: between home and school. The settings in which Noa wrote impacted her writings. All of the genres related to language as an end in itself were explored in the school setting only. Important relations between Noa's writing experiences at home and in the school were discussed. Editing: between teacher centered and student centered. Noa's editing provides insight about teacher centered and student centered editing. Noa's assimilation and accommodation of the teacher's editing behaviors and the student centered editing were discussed.
5
Grabin, Lois Ann. "Alternative assessment in the teaching of English as a foreign language in Israel." Thesis, 2007. http://hdl.handle.net/10500/2286.
Full textAbstract:
There are a myriad of factors that influence the teaching and assessment of English as a foreign language in Israel. One such factor is the change in perception of how the mind collects and processes information. The transition from behaviorist theories of learning to constructivist and cognitivist theories has resulted in a new concept of learning that recognises the pivotal role of the learner in the learning process. Another instrumental factor is the creation of standards in education that are intended to raise the level of academic achievement and provide equitable educational opportunities for all learners. Both of these factors have impacted the study of English as a foreign language.
Countries around the world have assumed monumental changes in the way they approach foreign language study. Following the examples of foreign countries Israel has recently implemented a standards-based curriculum that supports alternative assessment. Since this is a relatively new concept, the principles underlying standards and assessment are unfamiliar to many EFL teachers. Novice teachers, as well as experienced teachers, are experiencing difficulty incorporating standards and alternative assessment into their lessons. In the light of the above it was clear that a need existed to investigate how English foreign language teachers relate to assessment and to examine the extent to which they implement alternative assessment in their teaching. The aim of the study is to explore teachers' understanding of alternative assessment and find out how teachers incorporate alternative assessment in their EFL classes.
Against this background, an empirical investigation was undertaken. It comprised a textual analysis of ten assessment packages and two focus group interviews. The research produced a wealth of descriptive data that illuminated the subject. The findings magnified the disparity between the theory behind alternative assessment and actual practice. It was apparent that the assessment activities which EFL teachers employed, were not in sync with the principles that were being promoted by the new curriculum for EFL teaching and assessment in Israeli schools. The study discusses the results of the investigation, suggests the implications and presents recommendations.Educational Studies
D.Ed. (Didactics)
6
Spira, Seamus David Ben-Moshe. "The Importance of Hebrew for Biblical Spirituality." Diss., 2013. http://hdl.handle.net/10500/13242.
Full textAbstract:
The thesis of this dissertation is to explore the importance of Hebrew as contained in the Old Testament or Hebrew Canon, for a grasp of the spirituality or spiritualities of the people we encounter in these texts. Furthermore, to gauge the continued and extended importance of this language knowledge as it pertains to contemporary spirituality or spiritualities based upon these scriptures. This will be done with the laity and academia in mind and hence we will study these spiritualities as they pertain both to experience and academic enquiry. We will also explore the possible personal and societal transformation, which could result from such an investigation. In view of this, we will limit our scope to three test psalms all from Book I of the Psalter; and our assessment of the importance of Hebrew for Biblical Spirituality will be based on only three key areas, namely language, exegesis and continued meaning.Christian Spirituality
M. Th. (Christian Spirituality)
7
Guth, Karen Debra. "Assessment of higher order thinking skills in a literature based curriculum : challenges and guidelines." Thesis, 2016. http://hdl.handle.net/10500/21599.
Full textAbstract:
The study focused on pertinent challenges and key guidelines in introducing and assessing students’ higher order thinking skills (HOTS) in a literature based English foreign language (EFL) curriculum. A curricular initiative in Israel, namely to integrate HOTS in the teaching and learning of literature in the high school EFL classes, prompted this study to measure its effectiveness on students’ abilities to understand and apply the HOTS in their reading and writing. This mixed-methods study dealt with the following research questions:
Are HOTS innate skills or must they be purposefully taught in order for students to learn and to apply them?
To what extent has 10th and 11th grade EFL Israeli students’ ability to apply HOTS to their bridging essays, after completing two years in the English literature programme, been improved?
How accurately could students demonstrate an understanding of HOTS by naming them and by providing an example of how they could apply them in the areas of reading and writing?
The overall key findings showed that; HOTS must be taught and practiced in order for students to learn and to apply them and that teaching students to use HOTS will improve their reading and writing capabilities in regard to higher order thinking as well as their understanding of specific HOTS. It was also found that students enjoy the challenge of infusing HOTS into a literature curriculum and expressing what they learn in their writing. They are consequently motivated to learn when they are challenged with a programme that infuses HOTS into an EFL literature curriculum.
Implications of the findings are that the subject specific approach and infusion method for teaching HOTS are successful in the EFL classroom. The findings provide a novel contribution to the study of HOTS pedagogy within a literature based EFL curriculum programme. Recommendations for further studies are made, particularly on HOTS vis-à-vis weaker EFL students as well as on examining different writing formats, such as opinion essays, to determine if HOTS are transferring to other types of writing after students’ participation in this curricular initiative.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Books on the topic "Hebrew language – study and teaching – israel"
1
Rabin, Chaim. Books, articles and doctoral theses on contemporary Hebrew: Written in languages other than Hebrew, published in Israel and abroad (1948-1988). Jerusalem: Council on the Teaching of Hebrew, 1991.
Find full text
2
Beenstock, Michael. Learning Hebrew and finding a job: An econometric analysis of immigrant absorption in Israel. Jerusalem: The Maurice Falk Institute for Economic Research in Israel, 1993.
Find full text
3
Shalom, Goldman, ed. Hebrew and the Bible in America: The first two centuries. Hanover: Published [for] Brandeis University Press and Dartmouth College by University Press of New England, 1993.
Find full text
4
Mi-poh le-kan: ʻIvrit be-'ulpan = directory of ulpanim and Hebrew courses : United States/Israel/Canada. New York: National Center for the Hebrew Language, 1998.
Find full text
5
Baumel, Simeon D. English language teaching in Israeli Haredi schools: Policy and practice. Israel: s.n., 2000.
Find full text
6
Sheĭnberg, Ilʹi͡a, and Viktor Nekrasov. Izuchenie ivrita: 6-e izdanie. Ierusalim: Ministerstvo absorbt͡sii, Departament informat͡sii i publikat͡sii, 2010.
Find full text
7
Israel. Miśrad ha-ḥinukh, ha-tarbut ṿeha-sporṭ. Mazkirut ha-pedagogit. English Inspectorate. Standards for pupils of English: A curriculum for Israeli schools. [Jerusalem: Tel, ha-Agaf le-tokhniyot limudim, 1998.
Find full text
8
author, Amit-Cohen Irit, and Universiṭat Tel-Aviv. Yeḥidah le-limude ʻIvrit, eds. ʻIvrit me-alef ʻad taṿ. Tel-Aviv: Hotsaʼat Deyonon, 1997.
Find full text
9
Rubinshṭain, Shimʻon. Terumatam shel morim ʻIvriyim mi-Erets Yiśraʾel le-maʾamatsim ule-maʻavaḳ le-maʻan ha-ḥinukh ṿeha-śafah ha-ʻIvrit be-ḳehilot Yiśraʾel ba-Mizraḥ ha-ḳarov uva-Tsefon-Afriḳah ba-maḥatsit ha-rishonah shel ha-meʾah ha-ʻeśrim. Yerushalayim: S. Rubinstain, 2001.
Find full textBook chapters on the topic "Hebrew language – study and teaching – israel"
1
Muchnik, Malka, Marina Niznik, Anbessa Teferra, and Tania Gluzman. "Teaching Materials." In Elective Language Study and Policy in Israel, 131–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_6.
Full text
2
Muchnik, Malka, Marina Niznik, Anbessa Teferra, and Tania Gluzman. "Teaching the Four Languages in Israel." In Elective Language Study and Policy in Israel, 65–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_3.
Full text
3
Schlam-Salman, J., and Z. Bekerman. "4. Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School." In Examining Education, Media, and Dialogue under Occupation, edited by Ilham Nasser, Lawrence N. Berlin, and Shelley Wong, 49–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694287-009.
Full text
4
Meier, Svenja. "Personal Interlocution in Telecollaboration." In Digital Teaching and Learning in Higher Education, 117–36. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839462768-007.
Full textAbstract:
In the past years telecollaboration has gained importance in higher education contexts. For students telecollaborative projects are a chance to take part in cultural exchange and expand the language competences on a minimum cost. Especially since the begin of the COVID-19 pandemic in 2020 education cannot be viewed without digital sources and the use of technological tools. Therefore, teachers need to be prepared for a globalized world and experience their own and other cultures through technology, whilst extending their intercultural communicative competence. This chapter (paper) examines the forms of personal interlocution of teachers in training based on a case study taken from the Digital and International Virtual Academic Cooperation (DIVA) program from 2021. The participating students from the Kibbutzim College of Education, Technology and the Arts in Tel Aviv (Israel) and the University of Education Ludwigsburg (Germany) joined the project over the course of four weeks. During their online group work via Zoom the students were video recorded. Further data was collected through students' final statements and reflections. However, only the video data is taken into consideration and transcribed for the purpose of this chapter. Taking a phenomenological approach of the collected data, one phenomenon will be discussed in detail. The personal stories of the observed group will be displayed in multimodal descriptions and presented on the base of a cultural discourse analysis (Carbaugh, 2007). The conclusion will then discuss how the individuals express their own narratives and worldview.
5
Lederhendler, Eli. "Zionism, Israel, and the Middle East." In Becoming Post-Communist, 269—C45P13. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197687215.003.0037.
Full textAbstract:
Abstract This chapter looks at Yonatan Mendel’s work Language out of Place: Orientalism, Intelligence and Arabic in Israel, which shows how methods introduced by Hebrew University professors back in the 1920s and 1930s continue to shape the teaching of Arabic in Israeli schools and universities. Mendel exposes and critiques the symbiotic relationship between Arabic studies and the security establishment. It also talks about the opportunity for future service in military intelligence as a prime factor motivating young Israelis to study Arabic. The chapter highlights the the intelligence corps of the Israeli army that has a major role in determining how Arabic is taught and contributes to the militarization of Israeli society and high school students’ education. For the vast majority of Israeli Jews, the army–school symbiosis is natural and necessary, considering Israel’s conflict with most of its neighboring countries.
6
Bunis, David Monson. "An Israeli University-Level Approach to Judezmo (Ladino), Traditional Language of the Sephardic Jews." In Teaching Language and Literature On and Off-Canon, 214–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3379-6.ch012.
Full textAbstract:
Judezmo, or Ladino or Judeo-Spanish, is the traditional language of the Sephardic or Iberian Jews who after 1492 resettled in the Ottoman Empire, many of them remaining in the region into the 21st century. Structurally, Modern Judezmo is composed mostly of elements of popular medieval Ibero-Romance, Ibero-Arabic, Hebrew and Aramaic, Turkish and Balkan languages, and Italian and French. Into the first half of the 20th century, the language was written primarily in the Hebrew alphabet; from the second half of the 19th century, Romanization was also used, leading to the unique Romanization which predominates today. The language was not taught formally in the speech community until the 19th century; instead language study focused on Hebrew. In the late 1970s, popular social pressure led the Israeli government to acknowledge the important role played by Judezmo in the Sephardic Diaspora by introducing Judezmo courses in Israeli universities. The chapter focuses on the challenges of teaching Judezmo at The Hebrew University of Jerusalem.
7
Suleiman, Camelia. "Orientalisation, Securitisation and Minoritisation of Arabic." In The Politics of Arabic in Israel. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474420860.003.0002.
Full textAbstract:
This chapter discusses the affinity between the teaching and the scholarship of Arabic and the nation-building in Israel. The three generations of scholars identified in this chapter have contributed to the discourse of subordination of Arabic. Academia has also played a role in strengthening the ties between the Arabic language and the national security of Israel. A study of the Arab (MK) Ahmad Tibi’s style in his Knesset speeches reveals that Arabic is used for making or reinforcing a point he is generally expressing in the Hebrew language, thus Tibi, while getting attention for his message, is still confining Arabic to a subordinate position to that of Hebrew. Moreover, in analyzing interviews of journalists and students, the mood in regard to the Arabic language seems gloomy, as they sense its subordination to Hebrew, as well as their subordination as a group to the Jewish hegemony of the majority. At the same time, however, these interviewees demonstrate a linguistic repertoire that is highly sophisticated and diverse.
8
"Policy and Teaching Hebrew as a Second Language." In Language Education Policy: The Arab Minority in Israel, 87–104. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47588-x_5.
Full text
9
"Unit of Study Information." In Dynamics of Teaching and Learning Modern Hebrew as an Additional Language, 217–25. Brill | Rodopi, 2017. http://dx.doi.org/10.1163/9789004346413_011.
Full text
10
Adamczyk, Angelika. "Konstruowanie egzaminów certyfikacyjnych z języka hebrajskiego – trudności i wyzwania." In Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323546917.pp.177-185.
Full textAbstract:
This paper discusses difficulties associated with developing Hebrew certification exams and preparing students to pass the exam in accordance with the CEFR standards. These difficulties are mainly related to the discrepancy between the main assumptions of the Hebrew language teaching methodology in Israel and the requirements for foreign language courses and certification exams at the University of Warsaw.
Conference papers on the topic "Hebrew language – study and teaching – israel"
1
Jasim MOHAMMED, Ahmed, and Hussein Ismael KADHIM. "THE IMPACT OF THE JEWISH FAITH IN MODERN HEBREW POETRY "SHABBAT FOR EXAMPLE." In I V . I N T E R N A T I O N A L C O N G R E S S O F L A N G U A G E A N D L I T E R A T U R E. Rimar Academy, 2022. http://dx.doi.org/10.47832/lan.con4-14.
Full textAbstract:
This study is an attempt to shed light on a central and important issue in the lives of any nation or society or group of people, and it is the issue of "faith". One of the most important foundations in the Jewish faith is the "Sabbath" or day of rest for the Jews, which they respect and sanctify from all the other six days of the week. This study discusses the different representations of Saturday in Hebrew poetry. This study examined different representations of the theme of Saturday in Hebrew poetry with special emphasis on the significance of these representations shaped their worldview of the Jews on the topic flowing. Saturday is a day of rest and weekly holy people of Israel, the first deadline dates prescribed in the Torah. When there was a regular basis every seven days, on the seventh day a week. Saturday is the start of Friday's end, a little before sunset - the time called "Saturday Night", and tip the next day, with nightfall - long known as "Saturday". Jewish Saturday is considered the most sacred date. Saturday observance is one of the central commandments in Judaism; According to Judaism, this is the first commandment given to man, on the day he removed and weighed against all the commandments of the Torah. Judaism Saturday symbolizes the creation of the world by God and the holiness constant since the world was created by God. Reasons for the mitzvot and customs specific biblical command to sit origin consecrate this day and strike him from work, God's act of creation after the completion of the six days of creation. Saturday is used only for rest and refraining from doing work, and has been caught during today's Bible Holiness, pleasure, study Torah and elation. Observance of the Saturday, according to Judaism, is a practical admission creation of the world, reinforces the belief and non-observance leads to weakening of the Jewish faith, as well as keeping the Saturday brings a person to the Creator and secrete more physical nuns. Israel was set Saturday to officially rest. Sanctity of "on Saturday" is based - according to tradition - the thinking that thought that the God who created the heavens and the earth in six days, and Ahri-cc, he rested on the seventh day his work which he worked it, and he ordered them to stop all this day according craft books mentioned several books of the Bible. At the beginning of this study will be discussed at the origin of the word "Sabbath" (Saturday) in the Hebrew language, and the meaning of the word "Sabbath" in the Bible, Then, will be discussed on the types Saturday among the Jews, except they have a regular Sabbath day three ten types of Saturdays, expressing the various events and occasions and have various rituals and special customs. Too, will be discussed on the customs and rituals that the Jews do them during the entry to his departure on Saturday. Even so, it is during this study for some changes in different terms to Saturday, which the Jews call them the Sabbath. These names were used most by the Hebrew writers in modern times in their songs and stories that written in honor of this day, and Hebrew poets wrote poetry on Saturday: Bialik wrote the song "Saturday queen", poet Amir Gilboa wrote the song "Cch Cmo Sani the up" and others. By analysis of these literary works can be seen that the authors of these works depict through which all customs and ceremonies on Saturday in detail from beginning to end, especially the poet Bialik's poem "Saturday queen". And the end of the study conclusions and sources will come
2
Kochetkova, Uliana E. "SIGNIFICANCE OF DECIPHERING THE ADAM ALPHABET IN THE HISTORY OF PHONETIC RESEARCH." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.28.
Full textAbstract:
This study aims to consider the significance of deciphering the Hebrew alphabet for the history of phonetic thought. Hermetic and Kabbalistic teachings endowed the Hebrew language with a divine meaning. Traditionally considered as given to Adam by God, this alphabet was called the Alphabet of Adam. The novelty and relevance of the current work are defined by the lack of a comprehensive description of the relationship between these traditional ideas and phonetics. The need for it is caused by the earlier observations about the possible influence of the 17th century concepts on the results of later measurements of vowels with tuning forks, and by the widespread opinion about the low significance of this period in linguistic science history. Though there can be found some publications devoted to concrete authors of the 16th–17th centuries, their contribution to the development of phonetic sciences has not yet been acknowledged. The current research is based on primary and secondary sources in Latin, English, French and Russian. The analysis showed that deciphering the vowels of Hebrew alphabet led to the first attempt to accurately describe vowel acoustic features, the empirical study of their articulatory characteristics and to the search for the “ideal” alphabet built of iconic signs. It also allowed the authors to develop methods for teaching deaf-mutes and systematize vowels. Thus the initial hypothesis about the significance of deciphering the Alphabet of Adam for the history of phonetic thought was confirmed. Refs 25.
3
Liebeskind, Chaya, and Giedre Valunaite Oleskeviciene. "Corpus Processing of Multi-Word Discourse Markers for Advanced Learners." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5125.
Full textAbstract:
Aim/Purpose. The most crucial aspects of teaching a foreign language to more advanced learners are building an awareness of discourse modes, how to regulate discourse, and the pragmatic properties of discourse components. However, in different languages, the connections and structure of discourse are ensured by different linguistic means which makes matters complicated for the learner. Background. By uncovering regularities in a foreign language and comparing them with patterns in one’s own tongue, the corpus research method offers the student unique opportunities to acquire linguistic knowledge about discourse markers. This paper reports on an investigation of the functions of multi-word discourse markers. Methodology. In our research, we combine the alignment model of the phrase-based statistical machine translation and manual treatment of the data in order to examine English multi-word discourse markers and their equivalents in Lithuanian and Hebrew translations by researching their changes in translation. After establishing the full list of multi-word discourse markers in our generated parallel corpus, we research how the multi-word discourse markers are treated in translation. Contribution. Creating a parallel research corpus to identify multi-word expressions used as discourse markers, analyzing how they are translated into Lithuanian and Hebrew, and attempting to determine why the translators made the choices add value to corpus-driven research and how to manage discourse. Findings. Our research proves that there is a possible context-based influence guiding the translation to choose a particle or other lexical item integration in Lithuanian or Hebrew translated discourse markers to express the rhetorical domain which could be related to the so-called phenomenon of “over-specification.” Recommendations for Practitioners. The comparative examination of discourse markers provides language instructors and translators with more specific information about the roles of discourse markers. Recommendations for Researchers. Understanding the multifunctionality of discourse markers provides new avenues for discourse marker application in translation research. Impact on Society. The current study may be a useful method to strengthen students’ language awareness and analytic skills and is particularly important for students specializing in English philology or translation. Beyond the empirical research, an extensive parallel data resource has been created to be openly used. Future Research. It should be noted that the observed phenomenon of “over-specification” could be analyzed further in future research.
4
Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.
Full textAbstract:
Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.
5
Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.
Full textAbstract:
[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea of the general perspective that the network gets on the sentences and deriving recommendations from this for teaching processes. Background: We looked for common patterns of computer errors and human grammar mistakes. Also deducing the neural network’s learning process, deriving conclusions, and applying concepts from this process to the process of human learning. Methodology: We used DL technologies and research methods. After analysis, we built models from three types of complex neuronal networks – LSTM, Bi-LSTM, and GRU – with sequence-to-sequence architecture. After this, we combined the sequence-to- sequence architecture model with the attention mechanism that gives a general overview of the input that the network receives. Contribution: The cost of computer applications is cheaper than that of manual human effort, and the availability of a computer program is much greater than that of humans to perform the same task. Thus, using computer applications, we can get many desired examples of mistakes without having to pay humans to perform the same task. Understanding the mistakes of the machine can help us to under-stand the human mistakes, because the human brain is the model of the artificial neural network. This way, we can facilitate the student learning process by teaching students not to make mistakes that we have seen made by the artificial neural network. We hope that with the method we have developed, it will be easier for teachers to discover common mistakes in students’ work before starting to teach them. In addition, we show that a “general explanation” of the issue under study can help the teaching and learning process. Findings: We performed the test case on the Hebrew language. From the mistakes we received from the computerized neuronal networks model we built, we were able to classify common human errors. That is, we were able to find a correspondence between machine mistakes and student mistakes. Recommendations for Practitioners: Use an artificial neural network to discover mistakes, and teach students not to make those mistakes. We recommend that before the teacher begins teaching a new topic, he or she gives a general explanation of the problems this topic deals with, and how to solve them. Recommendations for Researchers: To use machines that simulate the learning processes of the human brain, and study if we can thus learn about human learning processes. Impact on Society: When the computer makes the same mistakes as a human would, it is very easy to learn from those mistakes and improve the study process. The fact that ma-chine and humans make similar mistakes is a valuable insight, especially in the field of education, Since we can generate and analyze computer system errors instead of doing a survey of humans (who make mistakes similar to those of the machine); the teaching process becomes cheaper and more efficient. Future Research: We plan to create an automatic grammar-mistakes maker (for instance, by giving the artificial neural network only a tiny data-set to learn from) and ask the students to correct the errors made. In this way, the students will practice on the material in a focused manner. We plan to apply these techniques to other education subfields and, also, to non-educational fields. As far as we know, this is the first study to go in this direction ‒ instead of looking at organisms and building machines, to look at machines and learn about organisms.
6
Daniels Rahimi, Ilan, and Gila Cohen Zilka. "Self-Efficacy in Learning English as a Foreign Language via Online Courses in Higher Education." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5154.
Full textAbstract:
Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.