Teaching Hebrew as an additional language : a classroom-based case study

Wisel-Gilead, Y

Teaching Hebrew as an additional language : a classroom-based case study

Wisel-Gilead, Y

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Publication Type:: Thesis
Issue Date:: 2014

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Field	Value	Language
dc.contributor.author	Wisel-Gilead, Y
dc.date.accessioned	2014-12-04T05:23:55Z
dc.date.available	2014-12-04T05:23:55Z
dc.date.issued	2014
dc.identifier.uri	http://hdl.handle.net/10453/30385
dc.description	University of Technology, Sydney. Faculty of Arts and Social Sciences.	en_US
dc.description.abstract	The teaching and learning of Modern Hebrew as an additional language has traditionally been a practice-driven discipline rather than a research-focused field of instruction, with the majority of practitioners in this field focused on teaching the language rather than researching pedagogical issues. However, the discipline is currently going through a transitional phase in which pedagogy and classroom practices are receiving increased academic attention. By providing a research-based ‘thick description’ of one successful Modern Hebrew beginners-level program, set within a large Australian university, this case study analyses and theorizes teaching and learning interactions and “classroom behaviours that are so commonplace that they are assumed to be unimportant, or so fleeting and ephemeral that they sometimes operate below the threshold of teacher consciousness.” Senior (1999, p. 3) Through three levels of data analysis, this thesis contributes to closing a gap in knowledge about the teaching and learning of Modern Hebrew as an additional language: it provides clearer insights into beginner-level classroom-based teaching and learning interactions; and it offers some theorization to the concepts that underpin the practice-based beginner-level curriculum and pedagogy of the Rothberg International School for Overseas Students at the Hebrew University, Jerusalem. Thus this thesis contributes to theorizing the currently largely praxis-based discipline, and helps to develop a stronger theoretical understanding of how and why students can be assisted in their learning of Modern Hebrew as an additional language. Finally, it is hoped that the research carried out in this thesis will help to establish a stronger research-based agenda in this discipline and position it within the broader field of L2 research and scholarship; specifically in Australia, but with international applications as well.	en_US
dc.format	Thesis (EdD)	en_US
dc.language.iso	en	en_US
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/30385/2/02whole.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	au.edu.uts.lib/ppc
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.subject	Second language acquisition.	en
dc.subject	Hebrew.	en
dc.subject	Modern Hebrew.	en
dc.subject	Teaching and learning.	en
dc.title	Teaching Hebrew as an additional language : a classroom-based case study	en_US
dc.type	Thesis
utslib.copyright.status	open_access

Abstract:

The teaching and learning of Modern Hebrew as an additional language has traditionally been a practice-driven discipline rather than a research-focused field of instruction, with the majority of practitioners in this field focused on teaching the language rather than researching pedagogical issues. However, the discipline is currently going through a transitional phase in which pedagogy and classroom practices are receiving increased academic attention. By providing a research-based ‘thick description’ of one successful Modern Hebrew beginners-level program, set within a large Australian university, this case study analyses and theorizes teaching and learning interactions and “classroom behaviours that are so commonplace that they are assumed to be unimportant, or so fleeting and ephemeral that they sometimes operate below the threshold of teacher consciousness.” Senior (1999, p. 3) Through three levels of data analysis, this thesis contributes to closing a gap in knowledge about the teaching and learning of Modern Hebrew as an additional language: it provides clearer insights into beginner-level classroom-based teaching and learning interactions; and it offers some theorization to the concepts that underpin the practice-based beginner-level curriculum and pedagogy of the Rothberg International School for Overseas Students at the Hebrew University, Jerusalem. Thus this thesis contributes to theorizing the currently largely praxis-based discipline, and helps to develop a stronger theoretical understanding of how and why students can be assisted in their learning of Modern Hebrew as an additional language. Finally, it is hoped that the research carried out in this thesis will help to establish a stronger research-based agenda in this discipline and position it within the broader field of L2 research and scholarship; specifically in Australia, but with international applications as well.

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http://hdl.handle.net/10453/30385