Search results for: Avni Sharon
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With support from the Consortium for Applied Studies in Jewish Education (CASJE), we set out to collect baseline data about public school Hebrew programs. The findings from our research appear in a new report Mapping Hebrew Education in Public Schools: A Resource for Jewish Educators. In it we focus on the programs’ rationales, language learning goals, instructional approaches, curriculum, and staffing.
Updated: Oct. 07, 2019
Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School
Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century.
Updated: Feb. 12, 2018
Second Hebrew Language Literature Review Explores How Language Learning Influences Identity, Relationships with Community
CASJE (the Consortium for Applied Studies in Jewish Education) today released the second of three literature reviews that explores what recent research about heritage, second and foreign language learning means for the teaching and learning of Hebrew. The newest review, Contributions of Second/Foreign Language Learning Scholarship to Identity Development and Hebrew Education, looks closely at how second/foreign language acquisition relates to learners’ identity development and their relationships with various cultures, groups and communities. New research focused specifically on Hebrew learning would help Jewish educators understand how their learners both relate to and are influenced by Hebrew.
Updated: Dec. 07, 2016
Hebrew Learning Ideologies and the Reconceptualization of American Judaism: Language Debates in American Jewish Schooling in the Early 20th Century
This article examines the ways in which Hebrew education was construed in the United States by tracing the Hebrew ideology debate of the early and mid-1900s, when dramatic changes were made to modernize Jewish schooling and its place within American society. Focusing on the Hebrew learning ideologies and educational philosophies of Samson Benderly and his followers, it examines how the Ivrit b’Ivrit movement – teaching Jewish content in Modern Hebrew – re-conceptualized Hebrew education not only as a form of language acquisition, but as a means of defining and giving shape to American Judaism for the Jewish immigrant community at that time.
Updated: Dec. 30, 2015
Since 2007, Hebrew language charter schools – publicly-financed K-8 schools teaching Modern Hebrew to religiously, linguistically, and culturally diverse students – have emerged in cities across the United States. This article analyzes the contested notion of language ownership by exploring a set of discussions in over 75 articles in the American Jewish press about Hebrew charters. This article demonstrates how anxieties about communal production and reproduction are traceable through the circulated discourses about Hebrew learning.
Updated: Dec. 09, 2015
This article sketches the trajectory of Hebrew education in the United States from the early 1900s to the present. Attending to the historiography of Hebrew education, it shows how current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, how goals and strategies have changed (or remained the same) over time, and how the evolution of the field has been driven both by internal dynamics within the Jewish community and by changes in the broader social and political context of the United States. It concludes with a framework for constructing a meaningful research agenda for the future.
Updated: Sep. 18, 2014
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and prayer.
Updated: Sep. 11, 2013
This special issue of Diaspora, Indigenous, and Minority Education, presents theoretical and empirical scholarship on some of the most pressing issues within the field of Jewish education today. If much of 20th-century Jewish communal discourse centered around who was a legitimate member of the community, the articles in this issue reflect a dramatic shift in favor of more experiential and fluid paradigms of identities that capture the dynamic nature of living as a Jew in culturally diverse societies.
Updated: Jul. 30, 2013
In this article, Sharon Avni argues that educators need to understand the construct of belongingness and how it is enacted in the practice of Jewish education. She then presents an extended analysis of a 7th grade Bible lesson to show how linguistic features “enact the social construct of communal identification.” She views the teaching of Bible as a social activity, and analyzes how a teacher's discourse in the classroom creates a sense of belongingness among her students.
Updated: Apr. 29, 2013