Issues In The Acquisition And Teaching Of Hebrew

Essays include teaching at the university level, sociolinguistics, verbal morphology, teaching poetry, teaching grammar, and more.

In Dynamics of Teaching and Learning Modern Hebrew, Yona Gilead’s original research into classroom interactions, offers a thick description of a successful beginner-level Modern Hebrew program at an Australian university, thus offering a model for renewed interest in Hebrew L2 research.

Diaspora or 'ethnic return' migrants have often been privileged in terms of citizenship and material support when they seek to return to their ancestral land, yet for many, after long periods of absence - sometimes extending to generations - acculturation to their new environment is as complex as that experienced by other immigrant groups. Indeed, the mismatch between the idealized hopes of the returning migrants and the high expectations for social integration by the new host country results in particular difficulties of adaptation for this group of immigrants, often with high societal costs. This interdisciplinary, comparative volume examines migration from German and Jewish Diasporas to Germany and Israel, examining the roles of origin, ethnicity, and destination in the acculturation and adaptation of immigrants. The book presents results from various projects within a large research consortium that compared the adaptation of Diaspora immigrants with that of other immigrant groups and natives in Israel and Germany. With close attention to specific issues relating to Diaspora immigration, including language acquisition, acculturation strategies, violence and 'breaches with the past', educational and occupational opportunities, life course transitions and preparation for moving between countries, The Challenges of Diaspora Migration will appeal to scholars across the social sciences with interests in migration and ethnicity, Diaspora and return migration.

This interdisciplinary, comparative volume examines migration from German and Jewish Diasporas to Germany and Israel, examining the roles of origin, ethnicity, and destination in the acculturation and adaptation of immigrants. The book presents results from various projects within a large research consortium that compared the adaptation of Diaspora immigrants with that of other immigrant groups and natives in Israel and Germany. With close attention to specific issues relating to Diaspora immigration, including language acquisition, acculturation strategies, violence and 'breaches with the past', educational and occupational opportunities, life course transitions and preparation for moving between countries, The Challenges of Diaspora Migration will appeal to scholars across the social sciences with interests in migration and ethnicity, Diaspora and return migration.

This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

When What We Know about Jewish Education was first published in 1992, Stuart Kelman recognized that knowledge and understanding would greatly enhance the ability of professionals and lay leaders to address the many challenges facing Jewish education. With increased innovation, the entry of new funders, and the connection between Jewish education and the quality of Jewish life, research and evaluation have become, over the last two decades, an integral part of decision making, planning, programming, and funding.

This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.