A new bilingual education in the conflict-ridden Israeli reality: language practices  

Oleh:

Amara, Muhammed ; Azaiza, Faisal ; Hertz-Lazarowitz, Rachel ; Mor-Sommerfeld, Aura

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 23 no. 1 (2009), page 15-35.
Topik: bilingual education; Arabic; Hebrew; language practice; language policy
Fulltext: Vol. 23, No. 1, p 15–35.pdf (1.03MB)

Isi artikel

Under the Israeli language education policy, the mother tongue is learned first for several years, followed by a second language (English for Jews, Hebrew for Arabs) and then a third language (English for Arabs, Arabic/French for Jews). This type of limited bilingualism seems to suit the Israeli reality in the context of the Israeli–Arab conflict, the definition and perception of Israel as a Jewish–Zionist state and the complex Jewish–Arab relations within Israel. In 1997, the Hand in Hand Center for Jewish–Arab Education in Israel initiated a new model of Hebrew–Arabic bilingual education in Israel, assuming that direct contact between Arab and Jewish pupils would bring about far-reaching changes in the conflict-ridden Israeli society. Currently, three schools have adopted the newmodel. Several studies of the newmodel have provided rich information, mainly about educational, cultural and national issues. However, no systematic study has focused on the implementation of bilingual education in the schools; less emphasis has been placed on actual language practices in the classroom and the school environment in relation to ideology and policy. This article attempts to investigate and document the interaction between Hebrew and Arabic in a location which conceptually places both languages on equal footing.

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