HAYIDION The Prizmah Journal

Hebrew Education

Hebrew Education

What are the goals of Hebrew in day schools? Do we teach it primarily to access religious texts or to speak in Tel Aviv? What are we achieving today, and what can we realistically strive to achieve? Contributors believe in the capacity of day schools to teach Hebrew and present methods and tools for achieving high goals in Hebrew.

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Are We Ready for a Standardized Measure of Hebrew Reading?

by Scott J. Goldberg and Elana R. Weinberger Jul 01, 2011
RELATED TOPICS: HebrewPedagogy

Schools need to monitor the progress of all students in all areas of learning. Dynamic assessment tools and methods of intervention are considered the best tools to monitor student progress in reading. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is an example of a highly reliable and valid dynamic assessment of English literacy. DIBELS assesses students individually in the Five Big Ideas of reading: phonological awareness, alphabetic principle, fluency, vocabulary, and comprehension.

Context Makes Hebrew Relevant in Ecuador

by Priscila Alvarado and Miriam Cohen Jul 01, 2011
RELATED TOPICS: HebrewPedagogy

Learning a second language, and even more a third one, represents a challenge for both learners and teachers. For teachers, one of the most demanding tasks is to find ways to engage students in the learning of the language; in other words, to find ways to make it meaningful and relevant to them. In the context of Hebrew learning in a Spanish-speaking community, where students have very little exposure to it, this task represents an even more complex challenge. Therefore, the question remains: How do we make Hebrew a meaningful and relevant language in a community where it is not the first or even the second language of instruction?

Transforming the Teaching and Learning of Hebrew Language

by Amy Bardack Jul 01, 2011
RELATED TOPICS: HebrewPedagogy

Six years ago, I designed a curricular initiative to change Hebrew language instruction at our school, Solomon Schechter Day School of Greater Boston. We had been given the unusual opportunity of a very large financial gift to be used for the improvement of the educational program. I encouraged the school to make an investment in a full-scale K-8 redesign of our Hebrew program based on the proficiency approach.

Back to the Future: Achieving Hebrew Fluency in the Contemporary Day School

by Devora Steinmetz Jul 01, 2011
RELATED TOPICS: HebrewPedagogy

Let me start by stating two propositions that seem to me beyond debate: 1) that the vast majority of children have strong capacity to learn languages; 2) that the vast majority of children who spend years in American day schools studying Hebrew graduate without having attained a credible degree of Hebrew fluency.