Literatura científica selecionada sobre o tema "Miami Hebrew School and congregation"

AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compared to corresponding religious schools. Research is based on the school's annual reports, archival material, scholarly literature, memoirs, and newspapers.

This article is a study of how the Amsterdam Sephardi congregation organized its educational system starting in the early 1600s. On 25 May 1616, the two existing congregations at the time, Bet Jacob [House of Jacob] and Neve Salom [Dwellings of Peace], founded the “Hebra Kedosa Talmud Torah” [Holy Confraternity Talmud Torah], an institution that was to fund the education of male children and youth. On that day, the lay congregational leaders elected two interim officers to organize the festivities two days later on Shavuot, the Jewish festival traditionally associated with the initiation of children in the study of the Torah. The newly formed school educated male children as young as five years old and consisted of six grades, starting with the teaching of the Hebrew alphabet, and ending with the Talmud. In 1637, the congregation founded the “Ets Haim” [Tree of Life] confraternity to provide stipends to older, deserving, and talented students, so that they remained in school. A third stage took place in 1639 when the three congregations united into one under the name “Kahal Kadosh Talmud Torah,” and the merged school consisted of seven grades. The author argues that this educational system was a blending of attributes from the Jewish medieval tradition and the Iberian Jesuit system which emphasized the character formation of its students that the lay founders of the Sephardi congregation had experienced while they were living as conversos in Spain or Portugal.

Abstract Chaim Kaplan (1880–1942), principal and owner of a private elementary Hebrew school in Warsaw, wrote a personal diary from 1933 to 1942. So far, only the WWII years have drawn scholarly attention. However, the interpretation of the diary also requires reading his available unpublished entries. An internal dialogical structure dominates his diary where he engages “the other” that interacts with his own inner voice. His pre-war identity is constructed of different and contradicting facets of Zionist ideology, traditional Jewish value system and way of life, and Polish citizenship. When the war broke out, the diary’s range of voices decreased with Kaplan’s position. His rhetoric displays a clear split between “we” and “them” following the ‘dichotomy’ of congregation and segregation. He expresses a greater empathy toward the Jewish “other” as a fellow sufferer, yet his concern with representing truth remains. To maintain this duality, Kaplan developed a literary ‘alter ego.’

03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination.] Glottodidactica (Poznań, Poland), 28 (2002), 19—27.03—288 Bonci, Angelica (Royal Holloway, U. of London, UK). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia (Rugby, UK), 26 (2002), 3—14.03—289 Brown, Charles Grant (U. of Northern British Columbia, Canada; Email: brownc@unbc.ca). Inferring and maintaining the learner model. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 343—55.03—290 Butler, Yuko Goto (U. of Pennsylvania, USA; Email: ybutler@gse.upenn.edu). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 451—80.03—291 Carroll, Susanne E. (Universität Potsdam, Germany; Email: carroll@rz.uni-potsdam.de). Induction in a modular learner. Second Language Research (London, UK), 18, 3 (2002), 224—49.03—292 Chen, Liang, Tokuda, Naoyuki and Xiao, Dahai (Sunflare Company, Tokyo, Japan; Email: chen_1@sunflare.co.jp). A POST parser-based learner model for template-based ICALL for Japanese-English writing skills. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 357—72.03—293 Di Biase, Bruno and Kawaguchi, Satomi (U. of Western Sydney, Australia; Email: B.DiBiase@uws.edu.au). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research (London, UK), 18, 3 (2002), 274—302.03—294 Dimroth, Christine (Max Planck Inst. for Psycholinguistics, Nijmegen, The Netherlands; Email: christine.dimroth@mpi.nl). Topics, assertions, and additive words: How L2 learners get from information structure to target-language syntax. Linguistics (Berlin, Germany), 40, 4 (2002), 891—923.03—295 Duffield, Nigel (McGill U., Canada), White, Lydia, Bruhn de Garavito, Joyce, Montrul, Silvina and Prévost, Philippe. Clitic placement in L2 French: Evidence from sentence matching. Journal of Linguistics (Cambridge, UK), 38, 3 (2002), 487—525.03—296 Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu). Literacy, second language learning, and the development of metalinguistic awareness: A study of bilingual children's perceptions of focus on form. Linguistics and Education (New York, USA), 13, 3 (2002), 373—404.03—297 Gamper, Johann (Free U. of Bozen, Italy; Email: judith.knapp@eurac.edu) and Knapp, Judith. A review of intelligent CALL systems. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 329—42.03—298 Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Is there primacy of aspect in child L2 English? Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 109—30.03—299 Geeslin, Kimberly L. (Indiana U., USA; Email: kgeeslin@indiana.edu). The acquisition of Spanish copula choice and its relationship to language change. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 419—50.03—300 Ghaith, G. M. (American U. of Beirut, Lebanon; Email: gghaith@aub.edu.lb). The relationship between cooperative learning, perception of social support, and academic achievement. System (Oxford, UK), 30, 3 (2002), 263—73.03—301 Golato, Peter (U. of Illinois, Urbana-Champaign, USA; Email: pgolato@uiuc.edu). Word parsing by late-learning French-English bilinguals. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 417—46.03—302 Gorostiaga, Arantxa and Balluerka, Nekane (U. of the Basque Country; Email: pspgomaa@ss.ehu.es). The influence of the social use and the history of acquisition of Euskera on comprehension and recall of scientific texts in Euskera and Castilian. Language Learning (Malden, MA, USA), 52, 3 (2002), 491—512.03—303 Hada, Yoshiaki, Ogata, Hiroaki and Yano, Yoneo (Tokushima U., Japan; Email: hada@is.tokushima-u.ac.jp). Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 387—408.03—304 Håkansson, Gisela (U. of Lund, Sweden; Email: Gisela.Hakansson@ling.lu.se), Pienemann, Manfred and Sayehli, Susan. Transfer and typological proximity in the context of second language processing. Second Language Research (London, UK), 18, 3 (2002), 250—73.03—305 Hatasa, Yukiko Abe (U. of Iowa, USA; Email: yukiko-hatasa@uiowa.edu). The effects of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 349—67.03—306 Hsiao, Tsung-Yuan (Nat. Taiwan Ocean U., Republic of China; Email: tyhsiao@mail.ntou.edu.tw) and Oxford, Rebecca L.. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 368—83.03—307 Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 347—86.03—308 Hulstijn, Jan (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research (London, UK), 18, 3 (2002), 193—223.03—309 Itakura, Hiroko (The Hong Kong Polytechnic U.; Email: eghiroko@polyu.edu.hk). Gender and pragmatic transfer in topic development. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 161—83.03—310 Jarvis, Scott (Ohio U., USA; Email: jarvis@ohio.edu). Topic continuity in L2 English article use. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 387—418.03—311 Jung, Udo O. H. (U. of Bayreuth, Germany; Email: hmejung@gmx.de). An international bibliography of computer-assisted language learning: Fifth instalment. System (Oxford, UK), 30, 3 (2002), 349—98.03—312 Kim, Daejin (Hansei U., Republic of Korea; Email: daejkim@chollian.net) and Hall, Joan Kelly. The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 332—48.03—313 Lee, Eun-Joo (Stanford U., USA; Email: eunlee@stanford.edu). Comparing personal references in English by a native-speaking and a Korean pre-adolescent. English Teaching (Korea), 57, 3 (2002), 125—43.03—314 Lee, Lina (U. of New Hampshire, USA; Email: llee@hopper.unh.edu). Synchronous online exchanges: A study of modification devices on non-native discourse. System (Oxford, UK), 30, 3 (2002), 275—88.03—315 Lee, Siok H. (Burnaby Sch. District & Simon Fraser U., Canada; Email: slee@alpha.sd41.bc.ca) and Carey, Stephen. Explaining Chinese learners' errors in the phonological representations of Latinate derivatives in English: A psycholinguistic perspective. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 65—91.03—316 Liontas, John I. (U. of Notre Dame, IN, USA; Email: jliontas@nd.edu). Exploring second language learners' notions of idiomaticity. System (Oxford, UK), 30, 3 (2002), 289—313.03—317 Macintyre, Peter D. (U. Coll. of Cape Breton, Canada; Email: peter_macintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A.. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning (Malden, MA, USA), 52, 3 (2002), 537—64.03—318 Martínez, Ana Cristina Lahuerta (U. of Oviedo, Asturias, Spain; Email: lahuerta@correo.uniovi.es). Empirical examination of EFL readers' use of rhetorical information. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 81—98.03—319 Mori, Yoshiko (Georgetown U., USA; Email: moriy@georgetown.edu). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 375—97.03—320 Morris, Frank A. (U. of Miami, USA). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals (New York, USA), 35, 4 (2002), 395—404.03—321 O'Grady, William (U. of Hawai'i, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011—19.03—322 Perdue, Clive (Université Paris VIII, France; Email: clive@univ-paris8.fr), Benazzo, Sandra and Giuliano, Patrizia. When finiteness gets marked: The relations between morphosyntactic development and use of scopal items in adult language. Linguistics (Berlin, Germany), 40, 4 (2002), 849—90.03—323 Pichette, François (U. of South Florida, USA; Email: pichette@chuma1.cas.usf.edu). Second-language vocabulary learning and the additivity hypothesis. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 117—30.03—324 Raymond, Patricia M. (U. of Ottawa, Canada) and Parks, Susan. Transitions: Orienting to reading and writing assignments in EAP and MBA contexts. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 152—80.03—325 Schulz, Renate A. (U. of Arizona, USA). Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF. [Does it help to know the rule to apply it? The relationship between metalinguistic consciousness and grammatical competence in German as a foreign language.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 15—24.03—326 Segler, Thomas M., Pain, Helen and Sorace, Antonella (U. of Edinburgh, Scotland, UK; Email: thomasse@dai.ed.ac.uk). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 409—22.03—327 Shehadeh, Ali (U. of Aleppo/King Saud U., Ryadh, Saudi Arabia; Email: ashhada@ksu.edu.sa). Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research. Language Learning (Malden, MA, USA), 52, 3 (2002), 597—647.03—328 Tokuda, Naoyuki (SunFlare Research and Development Center, Tokyo, Japan; Email: tokuda_n@sunflare.co.jp). New developments in intelligent CALL systems in a rapidly internationalised information age. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 319—27.03—329 Tracy, Rosemarie (U. of Mannheim, Germany). Growing (clausal) roots: All children start out (and may remain) multilingual. Linguistics (Berlin, Germany), 40, 4 (2002), 653—86.03—330 van de Craats, Ineke (U. of Nijmegen, The Netherlands; Email: I.v.d.Craats@let.kun.nl), van Hout, Roeland and Corver, Norbert. The acquisition of possessive HAVE-clauses by Turkish and Moroccan learners of Dutch. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 147—74.03—331 Verhoeven, Ludo (U. of Nijmegen, The Netherlands; Email: L.Verhoeven@ped.kun.nl) and Vermeer, Anne. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 361—74.03—332 Wendt, Michael (U. Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Foreign language didactic theory formation and its implications for foreign language learning.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 1–62.03—333 Williams, Marion, Burden, Robert and Lanvers, Ursula (U. of Exeter, UK). ‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal (Abingdon, UK), 28, 4 (2002), 503—28.03—334 Wray, Alison (Cardiff U., UK; Email: wraya@cf.ac.uk). Formulaic language in computer-supported communication: Theory meets reality. Language Awareness (Clevedon, UK), 11, 2 (2002), 114—31.

This chapter assesses Laura Limonic's Kugel and Frijoles: Latino Jews in the United States (2019). This sociological study focuses on Latinx Jews who have migrated to the United States since 1965, largely from Argentina, Mexico, and Venezuela. Limonic establishes that the earlier migration of Cuban Jews to Miami in the early 1960s created a precedent for other Latin American Jews to search for a new home and a new sense of identity as “Latino Jews” in the United States. Fleeing the turn to Communism after Fidel Castro came to power in 1959, thousands of Cuban Jews arrived in Miami hoping to be welcomed into the American Jewish communal and religious institutions of the day. Instead, they discovered that their Cubanness made their Jewishness suspect at a time when multiculturalism was not yet in vogue. As a result, they had to build their own religious and social spaces, constructing an Ashkenazi synagogue, the Cuban Hebrew Congregation of Miami, and a Sephardic synagogue, Temple Moses.