Dynamics of Teaching and Learning Modern Hebrew as an Additional Language

Using Hebrew as a means of instruction and acquisition

Series: 

Author:
Yona Gilead
In Dynamics of Teaching and Learning Modern Hebrew as an Additional Language Yona Gilead presents original research into classroom interactional practices by offering a thick description of a successful beginner-level Modern Hebrew program at an Australian university. The book charts and theorizes the cohort’s teacher and students’ trajectory of using Hebrew as the main means of instructing and acquiring the language, and highlights seven key features which contribute to students’ learning. The book’s research-based findings and analysis of classroom dynamics contribute to theorizing the currently largely praxis-based discipline of L2 Modern Hebrew instruction, hence providing a stronger theoretical understanding of how and why students can be assisted in their language learning.

This original research provides a template for renewed L2 Hebrew research.
Copyright Year:
2017
E-Book (PDF)
Availability:
Published
ISBN:
978-90-04-34641-3
Publication:
02 Oct 2017
Paperback
Availability:
Published
ISBN:
978-90-04-34497-6
Publication:
20 Oct 2017
Cover Dynamics of Teaching and Learning Modern Hebrew as an Additional Language

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Yona Gilead, is the Modern Hebrew program coordinator at the University of Sydney. She has published journal articles including Code-switching functions in Modern Hebrew Teaching and Learning (Journal of Jewish Education, 2016).
Foreword
Acknowledgments
List of abbreviations

1 Setting the Scene
 1.1 Introduction
 1.2 Introducing Core Concepts of the crc
 1.3 The Challenge of Implementation as Reality and as the Topic of This Study
 1.4 Objectives, Focus Areas and Outline
  1.4.1 Objectives and General Outline
  1.4.2 On the Focus on Tradition, Attitudes and ‘culture’
  1.4.3 On the Focus on Sweden
  1.4.4 Structure of the Book

2 Concepts and Theories: On ‘the child’, ‘childhood’, and Rights
 2.1 Introduction
 2.2 ‘The child’ as an Object of Inquiry
  2.2.1 ‘The child’ in the crc
  2.2.2 Concepts of ‘the child’ and ‘childhood’ – Some Perspectives
   2.2.2.1 General Reflections
   2.2.2.2 ‘The child’ in Childhood Studies
 2.3 Brief Reflections on ‘the child’ and ‘childhood’
 2.4 The Child as a Rights Holder
  2.4.1 Why Rights?
  2.4.2 Do Children Really Have Rights?
  2.4.3 On the Foundations for the Rights of Children
  2.4.4 Remarks on the Justification of Children’s Rights

3 Participation and Article 12
 3.1 Introduction
 3.2 Participation as a Concept
  3.2.1 Identifying and Defining Participation
  3.2.2 Remarks on Participation
 3.3 Nature and Scope of Article 12
  3.3.1 Introductory Remarks
  3.3.2 Brief Notes on the Background and Drafting Process
  3.3.3 Analysis of Article 12
   3.3.3.1 Capability of Forming His or Her Own Views
   3.3.3.2 The Right to Express Views Freely
   3.3.3.3 All Matters Affecting the Child
   3.3.3.4 Giving the Views of the Child Due Weight in Accordance with the Child’s Age and Maturity
   3.3.3.5 The Right to Be Heard in Any Judicial or Administrative Proceedings Affecting the Child
   3.3.3.6 The Right to Be Heard Directly or through a Representative in a Manner Consistent with Procedural Rules of National Law
  3.3.4 Article 12 in Relation to Other crc Provisions
   3.3.4.1 Article 12 and Other ‘participation rights’
   3.3.4.2 Article 12 and the Other General Principles of the crc
   3.3.4.3 Article 12 and Article 5 on Parental Rights
 3.4 What is it about and Who is it For? Reflections on the Analysis of Article 12

4 Implementing Article 12: Procedures, Obstacles and Explanations
 4.1 Introduction
 4.2 General Measures of Implementation
  4.2.1 On Obligations, Requirements and Resources
  4.2.2 Legal Measures and Status of the crc in National Law
  4.2.3 Administrative and Other Measures
 4.3 Monitoring and Guidance
 4.4 Implementing Article 12 – State Practices as Described by States Themselves and by the crc Committee
  4.4.1 Background and the Previous Study
  4.4.2 Declarations by State Parties on Article 12
  4.4.3 State Parties on Article 12 between May 2006 and May 2016
  4.4.4 Concluding Observations by the crc Committee on Article 12 between May 2006 and May 2016
 4.5 Concluding Comments

5 Country Study: Sweden
 5.1 Sweden and Children’s Rights: An Amicable Relationship (?)
  5.1.1 Introduction
  5.1.2 Brief Notes on Background
  5.1.3 Status of the crc in Swedish Law
  5.1.4 Strategies and Policies
  5.1.5 Children’s Rights in Swedish Legislation: Some Examples
 5.2 Sweden and Article 12 in the crc Monitoring Process
  5.2.1 State Party Reports
  5.2.2 Responses and Comments by the crc Committee
 5.3 Focus: The Asylum-seeking Child
  5.3.1 In Theory: Legislation, Guidelines and Policy
  5.3.2 In Practice: Studies on Implementation
  5.3.3 Comments
 5.4 Focus: Child Participation in Public Decision-making
  5.4.1 In Theory: Strategies, Legislation, and Policies
  5.4.2 In Practice: Mixed Reviews
  5.4.3 Comments
 5.5 Final Reflections on Article 12 in the Swedish Context

6 Concluding Reflections
 6.1 Key Observations
 6.2 On Traditional Attitudes and Power
  6.2.1 Universality and Legitimacy
  6.2.2 State Parties, the crc Committee, and Traditional Attitudes
 6.3 On Moving Forward
 6.4 Final Reflections

Bibliography
Index
All interested in L2 research and Modern Hebrew pedagogy more specifically. Especially for these concerned with ecological linguistics, learners’ views, pedagogy, classroom practices, curriculum design, code switching, scaffolding, and affective factors.
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