The complexity of teaching Hebrew in Israel's Arab school system

IF 4 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rama Manor, Ali Watad
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引用次数: 0

Abstract

This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and the training and placement of Arab teachers of Hebrew. The distribution of the Arab population (in mixed Jewish–Arab towns, and in Arab towns and villages), as well as differing levels of exposure to Hebrew, also pose considerable challenges. The paper combines a historical-theoretical with a philosophical-theoretical approach. It analyzes findings of previous studies that examined Hebrew writings of Arabs studying to be teachers of Hebrew, and policy documents dealing with teacher training and placement in the schools. Our study found a profound gap between Arab Hebrew teachers' academic-pedagogical training and its implementation. Our main recommendations for reducing the gap are: (1) the curriculum should take Israeli Arabs' sociolinguistic situation into account; (2) the teacher placement system needs an overhaul; and (3) the teaching of Hebrew should begin in third grade.

以色列阿拉伯学校系统希伯来语教学的复杂性
本文讨论了向以色列最大的少数民族群体阿拉伯人教授希伯来语的复杂性,阿拉伯人要想取得成功,就必须掌握流利的希伯来语。尽管当今以色列的决策机构意识到希伯来语对阿拉伯学生的重要性,但希伯来语教学却面临着严峻的挑战,其中包括希伯来语在阿拉伯社会中的地位、阿拉伯人内部的失语状态以及阿拉伯希伯来语教师的培训和安置问题。阿拉伯人口的分布(犹太人和阿拉伯人混居的城镇、阿拉伯城镇和村庄)以及接触希伯来语的程度不同,也构成了相当大的挑战。本文结合了历史理论和哲学理论方法。它分析了以前对学习希伯来语的阿拉伯人的希伯来语著作进行研究的结果,以及涉及教师培训和学校安置的政策文件。我们的研究发现,阿拉伯希伯来语教师的学术-教学培训与其实施之间存在巨大差距。为缩小差距,我们提出了以下主要建议(1) 课程设置应考虑到以色列阿拉伯人的社会语言状况;(2) 教师安置制度需要彻底改革;(3) 希伯来语教学应从三年级开始。
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来源期刊
Language Teaching
Language Teaching Multiple-
CiteScore
7.10
自引率
2.80%
发文量
46
期刊介绍: Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.
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