TY - JOUR
T1 - Teachers' 'inside' reports on language instruction in the Palestinian-Jewish Schools in Israel
AU - Rajuan, Maureen
AU - Bekerman, Zvi
PY - 2011/9
Y1 - 2011/9
N2 - This study is based on data from teachers' research reports in the context of an in-service workshop for professional development for teachers of the bilingual-integrated Palestinian-Jewish Schools in Israel. We used conventional qualitative methods, looking for patterns and thematic issues of relevance, which were then coded to allow for further analysis and triangulated with field notes taken during workshop discussion sessions. Findings point to the dominance of Hebrew in Israeli society as being replicated in the schools, to the detriment of Arabic language learning among the pupils. This situation stems from three major themes as perceived and reinforced by the participant teachers: national identification versus coexistence, scholastic achievements versus ideology and traditional pedagogy versus teaching for retention of the cultural heritage. Based on the results, we suggest a pedagogical model of inter-comprehension and inter-cultural communicative competence as an initial stage in bridging the gap between declared policy and practical results in conflict-ridden contexts.
AB - This study is based on data from teachers' research reports in the context of an in-service workshop for professional development for teachers of the bilingual-integrated Palestinian-Jewish Schools in Israel. We used conventional qualitative methods, looking for patterns and thematic issues of relevance, which were then coded to allow for further analysis and triangulated with field notes taken during workshop discussion sessions. Findings point to the dominance of Hebrew in Israeli society as being replicated in the schools, to the detriment of Arabic language learning among the pupils. This situation stems from three major themes as perceived and reinforced by the participant teachers: national identification versus coexistence, scholastic achievements versus ideology and traditional pedagogy versus teaching for retention of the cultural heritage. Based on the results, we suggest a pedagogical model of inter-comprehension and inter-cultural communicative competence as an initial stage in bridging the gap between declared policy and practical results in conflict-ridden contexts.
KW - bilingualism
KW - ethnic identity
KW - language policy
KW - multilingual language acquistion
KW - multilingualism
UR - http://www.scopus.com/inward/record.url?scp=84857947041&partnerID=8YFLogxK
U2 - 10.1080/01434632.2011.595494
DO - 10.1080/01434632.2011.595494
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AN - SCOPUS:84857947041
SN - 0143-4632
VL - 32
SP - 465
EP - 479
JO - Journal of Multilingual and Multicultural Development
JF - Journal of Multilingual and Multicultural Development
IS - 5
ER -