Dynamics of teaching and learning modern Hebrew as an additional language : using Hebrew as a means of instruction and acquisition / by Yona Gilead
- Gilead, Yona
- Leiden ; Boston : Brill Rodopi, 
- Physical Description:
- xiii, 247 pages ; 24 cm.
- Utrecht Studies in Language and Communication ; volume 30
- Machine generated contents note: 1.Challenges in the Teaching and Learning of Modern Hebrew as an Additional Language -- 1.1.Introduction -- 1.2.Need for Theorization of THAL -- 1.3.Decision to Embrace the Framework Developed at the Rothberg International Schools for Overseas Students -- 1.4.Book Focus and Driving Questions -- 1.5.Contribution to Body of Literature -- 2.Major Debates in L2 Education and Research -- 2.1.Modern Hebrew Instruction -- 2.2.Current Debates about L2 Teaching -- 2.2.1.Balance of Spoken vs. Written Modes -- 2.2.2.Using the Language to Teach the Language -- 2.2.3.The Place of Grammar in Language Learning and Teachers' Approaches to Students' Ungrammatical Language -- 2.2.4.Providing Feedback on Learners' Emerging Language -- 2.2.5.Relationship between Language and Culture -- 2.2.6.Affective Factors and Their Impact on L2 Learning -- 2.3.Theories and Approaches Underpinning a Holistic Understanding of Classroom Interactions -- 2.3.1.Ecological Linguistics (EL) -- 2.3.2.Features Associated with Ecological Linguistics (EL) -- 2.4.Conclusion to Chapter 2 -- 3.Research Design Challenges -- 3.1.Introduction -- 3.2.Research Challenges -- 3.3.Process of Data Collection -- 3.4.Classroom Recordings -- 3.5.Interviews -- 3.6.Two Phases of Data Collection -- 3.6.1.Phase One -- 3.6.2.Phase Two -- 3.7.Three Levels of Data Analysis -- 4.First Analysis Level: RIS' Curricula Framework and Pedagogy -- 4.1.Introduction -- 4.2.Sequencing of Grammatical Features Forms Major Organizing Principle of Curriculum -- 4.2.1.Major Focus on Oral Language Development -- 4.2.2.`What Seems to Work Best' in the Classroom -- 4.2.3.Emphasis on Learning Language through Using Language -- 4.2.4.Structured Sequencing of Activities: A Shift from Closed to Open Activities -- 4.2.5.Emphasis on Importance of Supportive Classroom Environment -- 4.3.Conclusion to Chapter 4 -- 5.Second Analysis Level: The Australian Beginner-Level Program -- 5.1.Introduction to the Australian Modern Hebrew Beginner-Level Program -- 5.1.1.Study's Participants -- 5.1.2.Overall Goals and Curriculum Content of the Local Program -- 5.1.3.Resources Used in the Local Beginner-Level Program -- 5.1.4.Establishing the Learning Environment -- 5.1.5.Typical Structure of Lessons -- 5.1.6.First Interim Conclusion -- 5.2.Analysis of One Lesson: Structure and Patterns of Classroom Interaction -- 5.2.1.Week 4 Lesson: Structure of Stages and Phases -- 5.2.2.Second Interim Conclusion -- 5.3.Conclusion to Chapter 5 -- 6.Third Analysis Level: Eight Key Teaching and Learning Features -- 6.1.Overview of Focus Lessons -- 6.2.Eight Key Teaching and Learning Features -- 6.2.1.Grammar as a Major Organizing Principle with Systematic and Predictable Structure of Lessons and Activities -- 6.2.2.Introduction of New Language Items, Both Vocabulary and Grammar -- 6.2.3.Using Hebrew to Teach and Learn Hebrew -- 6.2.4.Code Switching: The Strategic Use of English -- 6.2.5.The Role of Handover -- 6.2.6.Feedback and Forward Feeding -- 6.2.7.Early Sensitization---TIFTUF (Drizzle, Sprinkle) -- 6.2.8.Affective and Social Classroom Environment -- 6.3.Conclusion to Chapter 6 -- 7.Conclusions and Contributions of the Book -- 7.1.Major Findings -- 7.1.1.Code Switching -- 7.1.2.Early Sensitization (TIFTUF) -- 7.1.3.Handover, Feedback, and Forward Feeding -- 7.2.The Implications to Other Modern Hebrew and L2 Programs -- 7.2.1.Potential Implications to Other Modern Hebrew Programs -- 7.2.2.Using the Language to Teach the Language (and the Place of Code Switching) -- 7.2.3.Grammar in Language Learning and Students' Ungrammatical Language -- 7.3.The Book's Applications to Research within Different L2 Educational Contexts.
- 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.
- 9789004344976 paperback alkaline paper
9004344977 paperback alkaline paper
- Bibliography Note:
- Includes bibliographical references and index.
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