The Complexity of Teaching Hebrew in Schools of Arab Society in Israel: In the Arab School System

Abstract

This research examines the obstacles in teaching Hebrew to Israel's Arab minority, who require fluency in the language for academic and professional success. The article identifies three interconnected challenge areas: the linguistic status of Hebrew within Arab society, the effects of internal Arabic diglossia (literary versus spoken Arabic), and teacher training and placement systems. The authors note significant gaps between teachers' academic preparation and its classroom implementation, introducing the concept of 'pedagogical triglossia.' Key recommendations include revising curricula to address sociolinguistic contexts, reforming teacher placement, and postponing Hebrew instruction to the third grade to allow an adequate Arabic foundation to develop.

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Citation (BibTeX)

@article{Watad2024TheCompl,
  author = {Manor, Rama & Watad, Ali},
  title = {The Complexity of Teaching Hebrew in Schools of Arab Society in Israel: In the Arab School System},
  journal = {Language Teaching (Q1)},
  note = {pp. 1-13},
  year = {2024}
}