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EJ949441 - Teachers' "Inside" Reports on Language Instruction in the Palestinian-Jewish Schools in Israel

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ERIC #:	EJ949441
Title:	Teachers' "Inside" Reports on Language Instruction in the Palestinian-Jewish Schools in Israel
Authors:	Rajuan, Maureen; Bekerman, Zvi
Descriptors:	Semitic Languages; Jews; Workshops; Foreign Countries; Communicative Competence (Languages); Cultural Background; Inservice Teacher Education; Bilingualism; Qualitative Research; Second Language Learning; Self Concept; Nationalism; Academic Achievement; Ideology; Teaching Methods; Cultural Maintenance; Intercultural Communication; Conflict; Teacher Attitudes; Bilingual Schools; Language Maintenance; Second Language Instruction; Native Language Instruction
Source:	Journal of Multilingual and Multicultural Development, v32 n5 p465-479 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	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. (Contains 1 table.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	Palestine; Israel
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0143-4632
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1080/01434632.2011.595494

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