Search results for: Hebrew language
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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
At no point in history have there been more ways of learning Hebrew. Thanks to modern technology, there are many, many options out there, even for those with limited budgets, schedules and mobility — ranging in price from absolutely free to thousands of dollars. In addition to the traditional route of consulting books or signing up for an in-person class through a synagogue, Jewish community center or university — or traveling to Israel where there are myriad in-person courses and programs, you now can choose from an array of online courses, apps and software. Or, you can set aside a summer vacation for a full-scale immersion program in rustic Vermont!
Updated: Nov. 23, 2016
The teaching and learning of Modern Hebrew outside of Israel is essential to Jewish education and identity. One of the most contested issues in Modern Hebrew pedagogy is the use of code-switching between Modern Hebrew and learners’ first language. Moreover, this is one of the longest running disputes in the broader field of second language research and education. Based on recent conceptualizations of bi/multilingualism together with findings from an empirical investigation of beginner students at an Australian university, this article argues that strategic use of code-switching serves the needs of both learners and teachers working within a bi/multilingual educational environment.
Updated: Nov. 16, 2016
Again this year, the MOFET Institute's International Channel is offering activities in the field of Teaching Hebrew as an Additional Language to a variety of populations in Israel and around the world. In January 2017, we will be holding an international online seminar in Hebrew titled: 'Educating Learners of Hebrew according to their Characteristics and Needs: Tailoring Programs and Teaching methods to Various Populations of Hebrew learners'. The seminar will comprise four online sessions to be held on Mondays and Thursdays at 09:00 p.m. Israel time. The lecturers at the seminar are all experts in the field.
Updated: Nov. 09, 2016
At Yavneh Day School, it became clear that if Hebrew is to be a value, we need a paradigm shift. This shift must reflect what we know today about language acquisition, brain development, and 21st-century learning skills. We determined then that the most obvious limitation to success was time. Best practice dictates that immersion should happen consistently for at least four hours a day. It is not unusual for more traditional schools to offer four hours a day of Jewish and Hebrew studies, which might be taught mostly in Hebrew. In a community day school setting like ours, the demands of the secular curriculum are often such that four hours of Hebrew instruction is difficult to achieve.
Updated: Nov. 02, 2016
As evidenced by the high rate of participation in an AVI CHAI webinar yesterday, Hebrew instruction is a topic which elicits passion in many Jewish day school educators and leaders. The webinar – hosted by Dr. Michael Berger, AVI CHAI Program Officer – sought to illuminate the challenges and possibilities of JDS Hebrew language education in the JDS classroom. It was based off two case studies on this topic from “How Schools Enact Their Jewish Missions: 20 Case Studies of Jewish Day Schools”: “Meshuga La Davar: Hebrew,” about The Epstein School, by Dr. Michael Berger and Pearl Mattenson, and “A School That Places Israel at Its Center,” about the Golda Och Academy, by Dr. Jack Wertheimer, who served as Project Director of the case studies project. Speaking on the webinar were Stan Beiner and Dr. Joyce Raynor, former heads of Epstein and Golda Och, respectively. Beiner is now a consultant to non-profit organizations and schools, and Dr. Raynor currently serves as the Head of School of the Dr. Miriam and Sheldon G. Adelson Educational Campus in Las Vegas, NV.
Updated: Oct. 10, 2016
CASJE (the Consortium for Applied Studies in Jewish Education) today released the first of three literature reviews that explores what recent research about heritage, second and foreign language learning means for the teaching and learning of Hebrew. This first review in the series, Implications of Heritage Language Research for Hebrew Teaching and Learning, shows the many personal and external factors that influence this learning—and demonstrate that Jewish educators would be helped by more significant research on the subject. “Heritage language” refers to a language other than the dominant language that is familiar, not foreign, to the user. Feuer’s review focuses on the majority of young Hebrew language learners who are ethnically Jewish but who do not speak Hebrew at home as their primary language. She also notes that while Hebrew is not strictly-speaking a heritage language for most users in North America, there is still merit in mining research in this field.
Updated: Sep. 28, 2016
Children's books in Hebrew, mailed to your home monthly. IAC Keshet is an enrichment program for families with children ages 2-8. Cultivating a connection to Judaism, IAC Keshet brings together Hebrew language learning with Israeli culture through hand-picked children’s books. Keshet, the Hebrew word for rainbow, is also an acronym for Kehilla, Safa v’ Tarbut (Community, Language and Culture).
Updated: Sep. 28, 2016
The AVI CHAI foundation will be hosting a webinar Tuesday, September 20, 2016, 1-2pm EST led by Dr. Michael Berger on the challenges and possibilities of Hebrew language education in Jewish day schools. The webinar features day school leaders whose work was highlighted in the case study series “How Schools Enact Their Jewish Missions.”
Updated: Sep. 11, 2016
A new report from the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis University, funded in part by CASJE (Consortium for Applied Studies in Jewish Education), offers an unprecedented look at the many ways, to what degree, and the reasons why Hebrew is incorporated at Jewish overnight camps across North America. Connection, not Proficiency: Survey of Hebrew at North American Jewish Summer Camps surveys the experiences and opinions of camp directors at 103 camps. As the report shows, the overwhelming majority of these camps are deeply invested in using Hebrew to connect their campers to their camps’ traditions, to Israel and to Jewish peoplehood.
Updated: Aug. 23, 2016