Journal articles on the topic 'Hebrew language – study and teaching – israel'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Shupak, Nili. "LEARNING METHODS IN ANCIENT ISRAEL." Vetus Testamentum 53, no. 3 (2003): 416–26. http://dx.doi.org/10.1163/156853303768266380.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Teomim-Ben Menachem, Esty, and Ilana Elkad-Lehman. "How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts." L1-Educational Studies in Language and Literature 22 (September 30, 2022): 1–22. http://dx.doi.org/10.21248/l1esll.2022.22.1.375.
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This study deals with a learning encounter in a havruta (pair) setting of teachers of public elementary schools in Israel with an ancient legend (Aggadah) drawn from sixth-century Jewish culture. The objective of this study is to examine the teacher’s attitude to the text through a study of the dialogue created in the encounter with the text in the havruta setting. Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. The teachers were asked to study the story in pairs and to consider its suitability for teaching in their class. After the legend was studied, semi-structured in-depth interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning, nine semi-structured interviews and ten lesson plans for teaching the legend in the class. The findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1995; Dascal, 1977) as a relative function of efficiency: the maximum contexts and meaning that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.
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Amara, Muhammad. "Teaching Hebrew to Palestinian Pupils in Israel." Current Issues in Language Planning 8, no. 2 (September 2007): 243–54. http://dx.doi.org/10.2167/cilp107.0.
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Donitsa-Schmidt, Smadar, and Maggie Vadish. "American Students in Israel: An Evaluation of a Study Abroad Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 11, no. 1 (August 15, 2005): 33–56. http://dx.doi.org/10.36366/frontiers.v11i1.150.
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The purpose of this research is to investigate changes in self-ascribed identity among study abroad students in Israel as a result of the time spent in the country, and to examine the gains in their Hebrew language proficiency. Attitudes towards the host country and local culture are also explored for the purpose of better understanding the relationship between students’ identity, Hebrew language proficiency and dispositions about Israel (Gardner, 1985; Giles & Byrne, 1982). Since North America has the largest Jewish community outside Israel, North American students (from the United States and Canada) make up the majority foreign population studying in Israel (Cohen, 2003; United Jewish Communities, 2003). The current study concentrated specifically on North American students taking part in a study abroad program in Israel, seeking to understand how the study abroad experience in Israel influenced students’ identities, attitudes and Hebrew language proficiency.
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Miller-Naudé, Cynthia L., and Jacobus A. Naudé. "INCORPORATING ANCIENT ISRAEL’S WORLDVIEW INTO THE TEACHING OF BIBLICAL HEBREW." Journal for Semitics 23, no. 2 (November 21, 2017): 599–614. http://dx.doi.org/10.25159/1013-8471/3508.
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Modern language instruction always includes a cultural component – students do not learn just isolated words, morphology and syntax, but rather the cultural context of the language and its speakers. The teaching of Biblical Hebrew, however, has usually taken place in a cultural vacuum without reference to the cultural concepts that permeated ancient Israelite society. In this paper we describe an initiative to embed the teaching of Biblical Hebrew within the cultural world-view of ancient Israel in accordance with modern language pedagogy. Because South Africa is a multi-cultural society, we pay particular attention to the differing cultural backgrounds that our students bring to the learning of ancient Hebrew.
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Baladzhaeva, Liubov, and Batia Laufer. "Is first language attrition possible without second language knowledge?" International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 103–36. http://dx.doi.org/10.1515/iral-2016-0066.
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AbstractThe study explores whether Russian immigrants in Israel with no knowledge of Hebrew (L2) can experience attrition of Russian (L1). Immigrants with no knowledge of Hebrew (−Hebrew), bilingual immigrants who know Russian and Hebrew (+Hebrew), and monolingual controls were compared on lexical retrieval, correctness judgment of collocations, future tense formation, confidence in providing answers to two tasks and the time it took to complete them. Both immigrant groups showed signs of L1 attrition of collocations and of future tense formation, and the –Hebrew group performed significantly worse than +Hebrew group on future tense formation. The three groups did not differ in time-on-task. The –Hebrew group was less confident than the other groups in one task. Low and significant correlations were found between some sociolinguistic factors and test results. We conclude that first language attrition can occur both when immigrants acquire a second language and when they remain monolingual.
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Kayam, Orly, and Tijana Hirsch. "Socialization of Language Through Family Language Policy: A Case Study." Psychology of Language and Communication 18, no. 1 (May 1, 2014): 53–66. http://dx.doi.org/10.2478/plc-2014-0004.
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Abstract Challenges of heritage language maintenance and benefits of bilingualism have been widely acknowledged. Heritage language maintenance research most oft en focuses on heritage languages in English-dominant societies. This paper presents a case study on family language policy experiences, strategies, and outcomes led by an American-born mother in her effort to maintain and promote English, her heritage language, within the home in the Hebrew-dominant environment in Israel
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Amara, Muhammad. "Settler-Colonialism, Israelisation and Learning Hebrew in School from an Early Age: Attitudes of Indigenous Palestinian-Arab Parents in Israel." Journal of Holy Land and Palestine Studies 22, no. 2 (October 2023): 163–83. http://dx.doi.org/10.3366/hlps.2023.0313.
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Considering the current policy and the reality of the Israeli-Palestinian conflict, teaching modern Hebrew from an early age to Palestinian-Arab pupils in Israel is a breakthrough in the Palestinian-Arab language education policy. It has far-reaching educational, cultural, political, and ideological consequences. The creation of modern Hebrew was central to the Zionist settler project in Palestine. Hebrew language education among Palestinian-Arab pupils has undergone radical changes regarding when and why they should begin learning the language. These topics have not been treated sufficiently in the existing literature. This paper will examine the perceptions of the parents of young Palestinian-Arab pupils regarding learning Hebrew from kindergarten onwards. Using a semi-structured interview protocol carried out via Zoom, eighteen parents were interviewed about various issues related to learning Hebrew from an early age, and the arising results were subsequently analysed. The issues concerned pedagogical, social, economic, political, and ideological factors influencing the parents’ perceptions of the topic under analysis: a) a need — integrating into Israeli society; b) a difficulty — Hebrew as a burden on the learner; and c) impingement — maintenance of, and threats to Palestinian-Arab identities.
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Sadan, Tsvi. "The place of Modern Hebrew as a lingua franca of Jewish studies." Language Problems and Language Planning 31, no. 2 (July 26, 2007): 131–41. http://dx.doi.org/10.1075/lplp.31.2.03sas.
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The present study examines the macrosociolinguistic situation of Modern Hebrew in oral and written scientific communication among researchers in the various fields of Jewish studies in the international arena. An analysis of selective statistical data from the past four decades shows that during this period Modern Hebrew has been a lingua franca of Jewish studies alongside English, its importance varying in accordance with the fields of study and the modes of scientific communication. English, however, has been growing increasingly dominant at the expense of Hebrew, not only outside Israel but in Israel as well.
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Amara, Muhammad. "Hebraic, the emerging new variety among Palestinians in Israel: Characteristics and sociolinguistic reflections." Journal of Arabic Sociolinguistics 2, no. 1 (March 2024): 33–51. http://dx.doi.org/10.3366/arabic.2024.0021.
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Language is not abstracted from reality but responds to emerging changes. Arabic-Hebrew contact among Palestinians in Israel offers a fertile background for a study of sociopolitical conflicts, given the unique civil and national status of Palestinian citizens of Israel, a polity defined and perceived as a Jewish state. The current article focuses on Arabic-Hebrew contact in Israel. More specifically, it describes Hebraic, the formation of a “new variety” – Arabic mixed with Hebrew in the linguistic repertoire of Palestinian Arabs, citizens of Israel. The linguistic characteristics and the motives that led to its creation are described. The sociolinguistic reflections in relation to identity are introduced to provide explanations for its formation and its meaning.
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Nahir, Moshe. "Micro language planning and the revival of Hebrew: A schematic framework." Language in Society 27, no. 3 (June 1998): 335–57. http://dx.doi.org/10.1017/s0047404500020005.
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ABSTRACTSupported by contemporary evidence, this study discusses the revival of Hebrew a century ago (within two or three decades), with a focus on the actual total shift of pre-Israel Palestine's Jewish community from Yiddish and several other languages to Hebrew as an all-purpose means of communication. First, four “factors” that prevailed prior to and during the revival are discussed: the “communicative”, “political”, “religious”, and “literary.” The study then proposes schematically that the shift to Hebrew evolved in a cycle consisting of four consecutive albeit partially overlapping “steps”: (1) The children are instilled with desired language attitudes. (2) The children acquire the code, Hebrew. (3) The children transfer Hebrew, now a second language, out of the schools. (4) With these children now adults, their newly born receive Hebrew as a first language. Finally, the study suggests that, in the absence of a central authority, the revival can be seen as a case of “micro language planning,” in which potential speakers constituted “language planning agents” active in “language planning cells.” (Language revival, Hebrew, language planning, language shift, vernacular)
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Abu Elhija, Duaa. "Hebrew Loanwords in Two Rural Dialects of Arabic in Israel." Journal of Language Contact 16, no. 1 (March 20, 2024): 34–53. http://dx.doi.org/10.1163/19552629-bja10063.
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Abstract This study examines loanwords from Hebrew into Arabic in the spoken language of people from Iksal village, in the lower Galilee and Um Al-Fahm city, in the Triangle region in Israel. The current study specifically examines borrowing in spoken language, with a comparison of the current findings with a previous research by Abu Elhija (2017), where the data was taken from online writings on Facebook. The research questions the frequency of loanword items from Hebrew into two rural dialects, the domains that appear with Hebrew loanwords, the phonological representations of the loanwords, and the reasons for these words to be borrowed. The main findings show that more loanwords were found in the spoken corpus than in the social media corpus in Abu Elhija (2017). There are more loanwords in synchronous communication compared to asynchronous. The findings also show that topics like education, employment, and technology had the most extensive loanwords. Moreover, in the case of loanwords used by Arabs in Israel, a word can be considered a loanword regardless of its phonology.
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Glinert, Lewis, and Yosseph Shilhav. "Holy land, holy language: A study of an Ultraorthodox Jewish ideology." Language in Society 20, no. 1 (March 1991): 59–86. http://dx.doi.org/10.1017/s0047404500016079.
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ABSTRACTThis study explores the correlation between notions of language and territory in the ideology of a present-day Ultraorthodox Jewish group, the Hasidim of Satmar, in the context of Jewish Ultraorthodoxy (Haredism) in general. This involves the present-day role of Yiddish vis-à-vis Hebrew, particularly in Israel. We first address the relative sanctity of a space that accommodates a closed Haredi lifestyle and of a language in which it is expressed, then contrast this with the absolute sanctity of the land of Israel and the language of Scripture both in their intensional (positive) and in their extensional (negative) dimensions, and finally examine the quasi-absolute sanctity with which the Yiddish language and Jewish habitat of Eastern Europe have been invested. Our conclusion is that three such cases of a parallel between linguistic and territorial ideology point to an intrinsic link. Indeed, the correlation of language and territory on the plane of quasi-absolute sanctity betokens an ongoing, active ideological tie, rather than a set of worn, petrified values evoking mere lip-service. These notions of quasi-sanctity find many echoes in reality: in the use of Yiddish and in the creation of a surrogate Eastern European lifestyle in the Haredi “ghettos.” (Cultural geography, sociolinguistics, Judaism, Hasidism, religion, Israel, sociology of language, Yiddish, sacred land, Hebrew, territory)
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Ahmad Abdel-Fattah, Mahmoud. "Arabic-Hebrew Language-Switching and Cultural Identity." International Journal of Arabic-English Studies 12, no. 1 (January 1, 2011): 183–96. http://dx.doi.org/10.33806/ijaes2000.12.1.11.
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The phenomenon of Arabic-Hebrew language-switching is increasingly prevalent among the Palestinian Arabs in “Israel”. This is a preliminary investigative study of Arabic-Hebrew language-switching which deals with the analysis of randomly selected pieces of discourse collected, for the purpose of the study, from various sectors of the Palestinian Arab population. The paper includes three main sections in which an attempt is made to answer the following three questions: (i) which parts of the community use language-switching distinctively in their everyday communication, (ii) what is the nature of such usage and the reasons behind it, and (iii) what is the relationship between language-switching and cultural identity?.
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Kheir, Afifa Eve. "The Matrix Language Turnover Hypothesis: The Case of the Druze Language in Israel." Journal of Language Contact 12, no. 2 (August 14, 2019): 479–512. http://dx.doi.org/10.1163/19552629-01202008.
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This study examines the language of the Druze community in Israel as going through the process of convergence and a composite Matrix Language formation, resulting in a split language, a.k.a. mixed language, based on Myers-Scotton’s Matrix Language turnover hypothesis (2002). Longitudinal data of Palestinian Arabic/Israeli Hebrew codeswitching from the Israeli Druze community collected in 2000 and 2017 indicate that there is a composite Matrix Language formation resulting in a split language. Such a composite involves convergence features in congruence with stage ii of the hypothesis, resulting in a composite morphosyntactic frame. The main features of convergence are the introduction of Israeli Hebrew system morphemes, including early system morphemes, bridge system morphemes and outsider late system morphemes-in some cases appearing independently, but in most cases, in conjunction with content morphemes. There are features of lexical conceptual structures and morphological realization patterns as well. Sociolinguistic factors are suggested as potential motivators for such composite and split language formation.
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Bar-Asher, Moshe. "The Verse (‘Hear, O Israel’) in Greek Transcription on an Ancient Amulet." Journal of Ancient Judaism 1, no. 2 (May 6, 2010): 227–32. http://dx.doi.org/10.30965/21967954-00102011.
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This study of the language of the Halbturn amulet focuses on the pronunciation of Hebrew. The Halbturn amulet shows that the shewa was pronounced as a vowel (συμα), in contradistinction to other elisions which are known elsewhere in Hebrew (σμα) and that the name Israel was sometimes pronounced with a [t] between the śin and the resh. Furthermore, the transliteration of the name (*αδωναι) with a contracted diphthong (αδωνε) points to the effect of the colloquial Greek speech on the pronunciation of Hebrew.
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Kayam, Orly. "Heritage Language Maintenance among Native English Speakers Living in Israel." Journal of Sociological Research 4, no. 2 (October 23, 2013): 308. http://dx.doi.org/10.5296/jsr.v4i2.4446.
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<p>Heritage language maintenance research most often focuses on heritage languages in English dominant societies. This paper presents a case-study, the second in a series, which focuses on the family language policy experiences, strategies, and outcomes of native English speakers raising children in a Hebrew dominant environment in Israel. </p>
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Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.
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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>
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Evans, Thomas E., Yaacov J. Katz, and Leslie J. Francis. "Psychometric Properties of the Hebrew Version of the Francis Attitude toward Computers Scale." Psychological Reports 77, no. 3 (December 1995): 1003–10. http://dx.doi.org/10.2466/pr0.1995.77.3.1003.
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The Francis Attitude Toward Computers Scale was originally developed in the United Kingdom to operationalise the affective domain of attitude toward computers The present study gives a description of the development of the Hebrew language translation of this instrument among a sample of 339 undergraduate students in Israel The data support the psychometric properties of the Hebrew version of this instrument.
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Kayam, Orly. "The Second Generation: Heritage Language Maintenance – Native English Speakers Living in Israel – Case Study No. 3." Journal of Sociological Research 5, no. 1 (February 16, 2014): 18. http://dx.doi.org/10.5296/jsr.v5i1.5133.
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Heritage language maintenance faces additional challenges when native English speakers intermarry with partners from the host society. This paper, the third in a series, focuses on the family language policies, or lack thereof, of two generations of English speaking women married to Hebrew speaking Israeli men.
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McNamara, T. F. "Language and social identity." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 33–58. http://dx.doi.org/10.1075/aral.10.2.04mcn.
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Abstract The study of language attitudes and language maintenance and shift in intergroup settings has not always been related to an explicit model of the intergroup situation itself. Such a model is available in Tajfel’s Social Identity Theory. This paper explores the potential of the model for predicting and explaining language maintenance and shift among immigrant and indigenous groups in Australia. The theory forms the basis of a study of the maintenance of modern Hebrew among immigrants from Israel in Melbourne, and is used to reinterpret the findings of several other recent Australian studies.
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Katz, Yaacov J., Thomas Evans, and Leslie J. Francis. "The Reliability and Validity of the Hebrew Version of the Bath County Computer Attitude Scale." Journal of Educational Computing Research 13, no. 3 (October 1995): 237–44. http://dx.doi.org/10.2190/l3vm-flm5-4p9x-kkg1.
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The Bath County Computer Attitude Scale was originally developed in the United States. Subsequently it has been employed successfully in South Africa, India, and the United Kingdom. The present study reports on the development of the Hebrew language translation of this instrument among a sample of 339 undergraduate students in Israel. The data support the reliability and validity of this Hebrew version of the Bath County Computer Attitude Scale.
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Henshke, Yehudit. "On the Mizraḥi Sociolect in Israel: A Sociolexical Consideration of the Hebrew of Israelis of North African Origin." Journal of Jewish Languages 1, no. 2 (2013): 207–27. http://dx.doi.org/10.1163/22134638-12340017.
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Abstract This article addresses lexical features of the speech of native-born Hebrew-speaking Israelis from the geographic and socioeconomic periphery (i.e., moshavim, cities, and development towns in the north and south of Israel). Study of their language shows that their Hebrew incorporates a fair number of Judeo-Arabic words belonging to meaningful categories, such as foods, customs, beliefs, holidays, and nicknames, among others. These words are distinctively different from the Arabic words interpolated in Modern Israeli Hebrew, which derive from the local Arabic dialect. The findings demonstrate the existence of a Hebrew sociolect grounded in Judeo-Arabic and typical of a specific sociogeographic sector.
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KHEIMETS, NINA G., and ALEK D. EPSTEIN. "English as a central component of success in the professional and social integration of scientists from the former Soviet Union in Israel." Language in Society 30, no. 2 (April 2001): 187–215. http://dx.doi.org/10.1017/s0047404501002020.
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More than 13,000 scientists from the former Soviet Union have arrived in Israel since 1988. The purpose of this study is to analyze certain factors that influence immigrant scientists' integration into the society and academic community of Israel, with special attention to multilingual identity. Previous studies in this field emphasize the significance of Hebrew and juxtaposed Russian with Hebrew; however, in Israel, especially in the educated classes, English is an important status symbol and boundary marker. The data demonstrate that English is crucial in shaping the patterns of immigrants\' social integration. Results of statistical tests demonstrate significant differences between those who studied English and those who studied either German or French regarding feelings of personal self-actualization and job satisfaction. Moreover, command of English proved to be the determining factor for risk of losing a job. The implication is that Israeli language policy, which has traditionally taken the acquisition of Hebrew by immigrants as its major goal, should be reformulated to include access to English instruction, since without it they are unlikely to become equal members of the Israeli middle class.
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Amara, Muhammad. "Arabic Language Academies in Israel Versus the Hebrew Language Academy: between Professionalism and Nationalist Politics." Journal of Holy Land and Palestine Studies 21, no. 1 (April 2022): 99–115. http://dx.doi.org/10.3366/hlps.2022.0285.
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This article examines the role of Arabic Language Academies compared to the Hebrew Language Academy in the Israeli context. This is a unique context to examine, since we talk about a single academy constructed for the Jewish majority, and multiple academies for the Arab Palestinian minority within the state of Israel. Language academies are established in order to express national identity, constitute a main component in its culture and serve as a factor contributing to modernisation. The study reveals that the work of the Arabic academies is mainly instrumental, focusing on research and the structural aspects of the language, rather than primarily national, as is the case with more established academies. That means the Arabic Academies are professional bodies that deal with the Arabic language. While this is, of course, an important role, it should not be the principal function of the language academies. In contrast, the HLA deals with the structural aspects of the language, corpus planning, and also status planning, as the defender of the Hebrew language, and making the revitalisation of the language possible, combining both professional and national aspects from its inception.
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Henkin, Roni, Roey Gafter, and Eihab Abu-Rabiah. "Assessing change in syntactic features of Hebrew written by native Arabic speakers: a longitudinal study." L1-Educational Studies in Language and Literature 23 (July 3, 2023): 1–19. http://dx.doi.org/10.21248/l1esll.2023.23.1.399.
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Much of the theorization in Second Language Acquisition is based on findings in unrelated language dyads, with English as L1 or L2. We focus on two closely related languages, Hebrew and Arabic. Hebrew is the majority language in Israel, taught in Arab minority schools mostly by L1 Arabic-speaking teachers. We explore the persistence of very common syntactic errors in Hebrew of Arab high-school students, and the correlation between persistence, interference and developmental errors. From a longitudinal corpus of Hebrew essays written by 22 Arab 11th graders, and a year later in 12th grade, the six most frequent syntactic error categories were isolated. Statistical analysis showed interference to be involved in the vast majority of the errors that also persisted most, whereas almost all the improvement over the year was in developmental errors with no interference. This contradicts a common claim that interference, initially predominant, decreases over time with relation to developmental errors. We found prepositions to be particularly problematic, especially in errors involving interference, but these were no more persistent than others. We conclude that more research on syntactic interference in the acquisition of closely related languages would benefit SLA theory, as our findings differ from many typically attested patterns.
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Kondrakova, Yulia N. "Study of Modern Hebrew in Russia: Variety of Goals and Ways to Achieve them." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 424–42. http://dx.doi.org/10.22363/2618-897x-2019-16-3-424-442.
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The article is devoted to the topic of Modern Hebrew education in Russian Federation. In particular, it describes that Hebrew, being the language that was restricted or even completely forbidden to study for many years, todaycan be studied at different levels and various formats: starting from kindergarten and ending with PhD thesis, which applies not only for Jewish people. Hebrew is studied at multiple language courses that are sometimes set up by Jewish organizations. Moreover, in recent years one can see the growth in number of private groups that provide a highly demanded service ofonline-courses. All in all, in the past 30 years the proprietary school of Hebrew teaching was founded that is involved in scientific activities, international conferences and has its own periodical scientific journal.
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Meir, Natalia, Marina Avramenko, and Tatiana Verkhovtceva. "Israeli Russian: Case morphology in a bilingual context." Russian Journal of Linguistics 25, no. 4 (December 18, 2021): 886–907. http://dx.doi.org/10.22363/2687-0088-2021-25-4-886-907.
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The current study investigates case morphology development in a bilingual context. It is aimed at investigating potential mechanisms driving divergences in heritage language grammars as compared to the baseline monolingual standards. For the purposes of the study, 95 bilingual and monolingual children and adults were compared. Bilinguals residing in Israel acquired Russian from birth, while the age of onset of Hebrew varied. The participants completed a production task eliciting accusative case inflections. Both child and adult heritage speakers of Russian with early age of onset of Hebrew (before the age of 5) showed divergences in the production of the accusative case inflections as compared to monolingual Russian-speaking controls (adult and child), whereas grammars of Israeli heritage Russian speakers with later ages of onset of Hebrew, after the age of 5, were found to be intact. On the basis of Russian in contact with Hebrew, the study discusses how heritage language grammars differ from the baseline grammars of monolingual speakers and which mechanisms are associated with heritage language ultimate attainment. The effects of the age of onset and cross-linguistic influence from the dominant societal language are discussed as potential factors affecting the acquisition / maintenance of linguistic phenomena in heritage language grammars.
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Hawker, Nancy. "The mirage of ‘Arabrew’: Ideologies for understanding Arabic-Hebrew contact." Language in Society 47, no. 2 (March 6, 2018): 219–44. http://dx.doi.org/10.1017/s0047404518000015.
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Abstract‘Arabrew’ denotes a mixture of the languages that index two nations known for their seemingly intractable conflict. It is supposedly spoken by Palestinians and other Arabs who are citizens of Israel. Evidence from the field gathered in 2015 shows some codeswitching, especially inter-sentential, and borrowing, mostly of nouns for specialist terminology, and of a few discourse markers. This does not support the claim that a new variety has emerged, yet the debate around it channels concerns about nonlinguistic issues relating to the political economy of Israel and to anxieties about Israeli-Palestinian relations. This debate invokes ideologies, including language ideologies, of nationalism, colonialism, liberalism, and more, that are identifiably linked to the historical and material contexts. The study uses critical discourse analysis and contact linguistics to outline the articulation between distinctions of national identity, socioeconomic class, the way people speak, and the way this speech is ideologically received. (Arabic, Hebrew, codeswitching, ideology)*
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Tannenbaum, Michal, and Netta Abugov. "The Legacy of the Linguistic Fence: Linguistic Patterns among ultra-Orthodox Jewish Girls." Heritage Language Journal 7, no. 1 (December 30, 2010): 74–90. http://dx.doi.org/10.46538/hlj.7.1.4.
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This study examined linguistic patterns in the Jewish ultra-Orthodox community in Israel, a group that has rarely been studied from a sociolinguistic perspective. Participants were 92 girls, 10-12 years old, who attend a school where Yiddish is the language of instruction and Hebrew, Israel’s official language, is studied only in religious contexts. Results show that the girls use and prefer to use Yiddish in most contexts and rate their fluency level higher in Yiddish than in Hebrew. Their appreciation of Yiddish was significantly correlated with negative attitudes toward Hebrew. Relationships with parents had no linguistic effects. Findings are discussed in light of the role of both languages in their community, the uniqueness of this linguistic minority group, especially in comparison with immigrants, the impact of group ideology, and the relevance of emotional correlates of language usage at both individual and community levels.
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Klar, Yechiel, Abed Al-Rahman Mar’i, Slieman Halabi, Ameer Basheer, and Bashir Basheer. "Reactions of Arab-Palestinians in Israel Toward an In-group Member Mixing Hebrew or English With Arabic." Journal of Language and Social Psychology 39, no. 4 (July 2, 2020): 516–33. http://dx.doi.org/10.1177/0261927x20933657.
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Code-mixing with a dominant language can appeal to members of linguistic minorities because it signals bilingual proficiency, modernity, and social mobility. However, it can also pose a threat to the minority’s group vitality and distinctiveness. In Study 1 ( N = 208), Palestinian citizens of Israel (a linguistic and national minority) listened to a recorded message by a fellow group member, either in pure Arabic or in Arabic mixed with Hebrew or English. Code-mixing elicited negative evaluations. In Study 2 ( N = 276), Arabic mixed with Hebrew was crossed with messages on the relations with the Jewish–Israeli majority. Speakers who advocated full independence from the majority or an impartial view, but expressed linguistic dependency on Hebrew through code-mixing lost credit. Identification with the national group affected the effects in both studies. The implications of code-mixing for identity-related processes and its potential use as a social barometer for intergroup relations are discussed.
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Izre'el, Shlomo, Benjamin Hary, and Giora Rahav. "Designing CoSIH: The Corpus of Spoken Israeli Hebrew." International Journal of Corpus Linguistics 6, no. 2 (December 31, 2001): 171–97. http://dx.doi.org/10.1075/ijcl.6.2.01izr.
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This paper describes the initial design of the Corpus of Spoken Israeli Hebrew (CoSIH). CoSIH will attempt to include a representation of most varieties of spoken Hebrew as it is used in Israel today. CoSIH is designed to consist of two complementary corpora: a main corpus and a supplementary corpus. The main corpus, which will comprise about 90% of the entire collection, will be sampled statistically. For analytical purposes it will use a conceptual tool in the form of a multidimensional matrix combining demographic and contextual tiers. The combined demographic and contextual design will be capable of showing the distribution of speech types in various subgroups of the population. The supplementary corpus will include about 10% of the collected data, and will add to the statistically-sampled corpus some targeted demographically sampled texts and a contextually designed collection. This design is culturally dependent to suit the special structure of the Israeli Hebrew speech community and thus includes both native and non-native speakers of Hebrew. Nonetheless, the principles governing this design are such that they would service study of many other speech communities, to the extent that the design itself may be employed for other corpora with only slight modifications.
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Azaiza, Faisal, Rachel Hertz-Lazarowitz, Meyrav Shoham, Muhammad Amara, Aura Mor-Sommerfeld, and Nohad ‘Ali. "Attitudes towards bilingual Arab–Hebrew education in Israel: a comparative study of Jewish and Arab adults." Language, Culture and Curriculum 24, no. 2 (July 2011): 179–93. http://dx.doi.org/10.1080/07908318.2011.584626.
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Levkovych, Nataliya. "Символіка Зодіакального Кола в єврейському мистецтві Східної Галичини XVIII – першої третини ХХ ст." Studia Żydowskie. Almanach 6, no. 6 (December 31, 2016): 195–211. http://dx.doi.org/10.56583/sz.165.
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In recent years, there has been an increasing interest in the study of art as an integrated system, in the search of variable elements that make it possible to analyse the nature and patterns of an overall process and individual phenomena. This inevitably leads to the research of a symbol, which allows to define the features of national cultures art, spiritual story and ideology. Art refers to a character as one of the means of artistic expression, imaginative thinking and language, which includes encoded history and myths that enables to feel it through generations. Characters, encoded in the monuments of Jewish arts and crafts reflect leading aesthetic ideology of people. The results of the research support the idea that using astral symbols in Judaism has a very deep tradition. The Torah texts quite often appeal to the heavenly bodies, their appearance is connected with the divine plan [Breishit 1: 14-17]. According to the will of Almighty, the Sun was created to control the seasons on the Earth and the Moon determines the holidays. Every new month began with a new phase - the new moon. These days were especially celebrated among the Jews during the biblical period. People brought special sacrifices to temples, trumpeted in a ritual horn [Ps. 80.4-5.] The stars are mentioned at the end of the creation process but the Torah does not explain why they were created; in the Talmud their role in people’s life is not sufficient as opposed to the Sun and the Moon. In the comments to the Torah Rashi calls constellation “servants of months,” and the Torah with their help describes the time; the zodiac signs are used to determine the months of the year. Thus the model of the universe is clearly formed in astrology and the heavenly bodies have become an integral part of Jewish culture, they performed a number of essential functions. Division for 12 tribes of Israel corresponds to the division for 12 months. The Bible describes the location of the clans of sons of Israel during the exodus from Egypt around the Pavilion of Revelation from the four sides of the world [Bemidbar 2: 2-32]. The importance of the heavenly bodies, planets and stars in the lives of the Jews is also indicated in the traditional Hebrew greetings like “Mazel Tov” - “mazel” is translated as constellation, a zodiac sign, a planet, and fate, and “tov” means good. In the greetings the meaning of success and a good star is a basis. The importance of Jewish zodiac signs is mentioned in a prayer that is recited by 9 Aves. The day when Jews gather in synagogues to mourn the destroyed Temple, all read “Keane” – a funeral prayer, which is based on the sequence of zodiac signs. Astronomical ideology of Jews was formed under the influence of Babylon, teachings of Zoroastrianism, Platonism and Roman science that had a significant impact throughout the Middle East. Ambivalence of rights to picture the heavenly bodies, planets and zodiac signs in theological debates of the leading European ravinist diaspora of different times did not lead to the rejection of their reproduction in Eastern Halychyna in the XVIII - the first third of the XX century. The solar disks, symbols of the zodiac signs traditionally decorate the most important sacred sites and objects: synagogues’ walls and Aron-ha-Kodesh, the Crowns of Torah, ritual dishes for the new-born ceremony. An image of the solar disk with rays, often covered with gold, is introduced in the composition of Aron-ha-Kodesh. Mostly decorating an overall design, the divine light is a symbol of the divine presence and in some cases supplemented with Tetragrammaton. Also in the synagogues of Eastern Halychyna the practice to replace the image of the Sun with the “divine light” becomes common, which is implemented by using the round window located above the Aron-ha-Kodesh. The samples of this solution is Aron-ha-Kodesh in the Synagogue in Zhovkva, Khorostkiv, Pidhaitsi, Gusiatyn, Sambir. It should be noted that such a tradition was typical for the Christian churches. We conclude that a zodiacal circle is one of the most important characters in Jewish philosophy, which embodies basic cosmological ideas, it is the divine gift of the people of Israel, whereby codifying the major historical landmarks and spiritual stages. The appearance of the heavenly bodies in Judaism is an act of God’s will, and the images are described in the second commandment of Dkadeloh and numerous comments of the leading ravinists and philosophers. The symbols and signs of the zodiac and iconography of their images in Jewish culture were shaped by astronomy of ancient Babylon. The ideology of the process of creation and the universe, meaning of months in the life of Jews and a wish of good luck were embodied in the signs of zodiac. Eventually the pictures of zodiac symbols lose their deep meaning and acquire the features of an iconic ornamental motif.
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Amara, Muhammad Hasan. "Recent foreign language education policies in Palestine." Language Problems and Language Planning 27, no. 3 (October 18, 2003): 217–32. http://dx.doi.org/10.1075/lplp.27.3.02ama.
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The paper investigates the development of foreign language education policies in Palestine, at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. As the New Palestinian Curriculum shows, an international orientation is clearly part of the policy, and accordingly the learning and teaching of languages are a primary concern in identity formation. Through Arabic the relations with the Arabic countries in the region can be maintained, while Hebrew and also English will serve as the medium of communication with Israel, which will remain part of the Palestinian reality. Knowledge of other foreign languages will be needed to maintain contacts with other parts of the world. For historical reasons, Palestine has been in contact with many different countries all over the world, probably more than most other Arabic-speaking countries. It remains to be seen how the current battle between Arabization and Muslim fundamentalism on the one hand, and westernization and desecularization on the other will be resolved, but, whatever the outcome, Palestine cannot allow itself to turn away from the rest of the world.
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Olman, Arye. "Cultural History through a Semantic Prism: Length Measures in Jewish Culture in the Hellenistic Period." Review of Rabbinic Judaism 15, no. 1 (2012): 99–110. http://dx.doi.org/10.1163/157007012x622944.
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Abstract Since a semantic field can reflect a specific mind set behind a linguistic situation, it shines light on the ideals of native speakers of the language under study. Here, Semantic fields of length measures in the Hebrew language of the Mishnaic period are investigated and the findings are compared to the facts known from other sources. On the basis of a semantic field analysis of the measuring units existing in Mishnaic Hebrew, it is clear that the social and cultural life of the Jews in the Land of Israel from the second century B.C.E. through the third century C.E. was re-organized and renewed; connections between different parts of the country were strengthened. This dramatic change was the result of pressure from Greek and Persian cultures. This conclusion fits well with historical data.
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Nikulicheva, D. "Polyglots’ multisensory language learning behaviour and its application in teaching languages." Linguistics & Polyglot Studies 7, no. 4 (November 25, 2021): 48–52. http://dx.doi.org/10.24833/2410-2423-2021-4-28-48-52.
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The article describes the study of Hebrew by Alexander Arguelles, one of the outstanding polyglots of our time. The monitoring results demonstrate that the polyglot himself is not always aware of his effective strategies of learning the language. For example, the active use of sensory-motor input of new language information was identified as one of the unconscious language acquisition strategies.
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Nesher, S. "Parallels of the Hebrew Root כפר k-p-r (k-f-r) ‘Covering’ in the Lexicon of Semitic and Caucasian Languages." Язык и текст 11, no. 2 (June 26, 2024): 52–67. http://dx.doi.org/10.17759/langt.2024110205.
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<p>In the 8<sup>th</sup> century BC the Israelites were expelled from northern Israel by the Assyrians, according to historians, some to Media (Armenia). Later, in the 6<sup>th</sup> century BC, the southern tribe of Israel, Judah (“Jews”) was expelled by the Babylonians, later many of them migrated to the regions of the Caucasus. There are numerous references to the stay of Jews in the Caucasus in scientific and popular science literature, which makes us expect that evidence of these connections could and should have been preserved in the Caucasian languages. However, the problem of searching for Hebraisms and lexical evidence of the influence of one language on another is complicated by the fact that from the 7<sup>th</sup> century, Arabic penetrated into the Caucasian languages along with religion, and since Arabic and Hebrew are related languages, it becomes more difficult to establish from which language (Hebrew or Arabic) the term penetrates into Caucasian languages. This study is devoted to the analysis of Arabic and Hebrew uses in the Caucasian languages. The comparative-historical and etymological research methods used in the work will help, in our opinion, to determine the source of some lexical units in the Dagestan languages that are part of the Iberian-Caucasian family of languages.</p>
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Majadly, Haifaa, and Aharon Geva-Kleinberger. "Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 1–29. http://dx.doi.org/10.3167/jemms.2020.120201.
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This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.
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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
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Berman, Ruth A., and Ludo Verhoeven. "Cross-linguistic perspectives on the development of text-production abilities." Written Language and Literacy 5, no. 1 (February 21, 2002): 1–43. http://dx.doi.org/10.1075/wll.5.1.02ber.
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The studies reported in this volume of WL&L (5: 1–2, 2002) all derive from a joint project entitled “Developing literacy in different contexts and in different languages”, funded by the Spencer Foundation, Chicago. The study encompasses seven languages — Dutch, English, French, Hebrew, Icelandic, Spanish, and Swedish — for which data were collected in Europe, Israel, and the US by graduate research assistants in education, linguistics, and psychology, under the supervision of a project director in each country — each of whom is listed as a first or “lead” author in the articles which follow the introduction to this collection.