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Dynamics of Teaching and Learning Modern Hebrew as an Additional Language: Using Hebrew as a means of instruction and acquisition Approx X, 227 Pp., Index ed. [Pehme köide]

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Dynamics of Teaching and Learning Modern Hebrew as an Additional Language: Using Hebrew as a means of instruction and acquisition Approx X, 227 Pp., Index ed.Suurem pilt
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Püsilink: https://www.kriso.ee/db/9789004344976.html
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 cohorts 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 books 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.
Acknowledgements xi
List of Figures, Tables and Extracts
xii
1 Challenges in the Teaching and Learning of Modern Hebrew as an Additional Language
1(8)
1.1 Introduction
1(1)
1.2 Need for Theorization of THAL
2(2)
1.3 Decision to Embrace the Framework Developed at the Rothberg International Schools for Overseas Students
4(1)
1.4 Book Focus and Driving Questions
5(2)
1.5 Contribution to Body of Literature
7(2)
2 Major Debates in L2 Education and Research
9(23)
2.1 Modern Hebrew Instruction
10(7)
2.2 Current Debates about L2 Teaching
17(7)
2.2.1 Balance of Spoken vs. Written Modes
18(1)
2.2.2 Using the Language to Teach the Language
18(2)
2.2.3 The Place of Grammar in Language Learning and Teachers' Approaches to Students' Ungrammatical Language
20(1)
2.2.4 Providing Feedback on Learners' Emerging Language
21(1)
2.2.5 Relationship between Language and Culture
22(1)
2.2.6 Affective Factors and Their Impact on L2 Learning
23(1)
2.3 Theories and Approaches Underpinning a Holistic Understanding of Classroom Interactions
24(7)
2.3.1 Ecological Linguistics (EL)
25(2)
2.3.2 Features Associated with Ecological Linguistics (EL)
27(4)
2.4 Conclusion to
Chapter 2
31(1)
3 Research Design Challenges
32(10)
3.1 Introduction
32(1)
3.2 Research Challenges
33(1)
3.3 Process of Data Collection
34(2)
3.4 Classroom Recordings
36(1)
3.5 Interviews
36(2)
3.6 Two Phases of Data Collection
38(2)
3.6.1 Phase One
38(1)
3.6.2 Phase Two
39(1)
3.7 Three Levels of Data Analysis
40(2)
4 First Analysis Level: RIS' Curricula Framework and Pedagogy
42(9)
4.1 Introduction
42(1)
4.2 Sequencing of Grammatical Features Forms Major Organizing Principle of Curriculum
43(5)
4.2.1 Major Focus on Oral Language Development
44(1)
4.2.2 `What Seems to Work Best' in the Classroom
45(1)
4.2.3 Emphasis on Learning Language through Using Language
45(2)
4.2.4 Structured Sequencing of Activities: A Shift from Closed to Open Activities
47(1)
4.2.5 Emphasis on Importance of Supportive Classroom Environment
48(1)
4.3 Conclusion to
Chapter 4
48(3)
5 Second Analysis Level: The Australian Beginner-Level Program
51(51)
5.1 Introduction to the Australian Modern Hebrew Beginner-Level Program
51(16)
5.1.1 Study's Participants
52(5)
5.1.2 Overall Goals and Curriculum Content of the Local Program
57(1)
5.1.3 Resources Used in the Local Beginner-Level Program
58(2)
5.1.4 Establishing the Learning Environment
60(1)
5.1.5 Typical Structure of Lessons
61(5)
5.1.6 First Interim Conclusion
66(1)
5.2 Analysis of One Lesson: Structure and Patterns of Classroom Interaction
67(33)
5.2.1 Week 4 Lesson: Structure of Stages and Phases
67(32)
5.2.2 Second Interim Conclusion
99(1)
5.3 Conclusion to
Chapter 5
100(2)
6 Third Analysis Level: Eight Key Teaching and Learning Features
102(91)
6.1 Overview of Focus Lessons
103(5)
6.2 Eight Key Teaching and Learning Features
108(84)
6.2.1 Grammar as a Major Organizing Principle with Systematic and Predictable Structure of Lessons and Activities
108(3)
6.2.2 Introduction of New Language Items, Both Vocabulary and Grammar
111(5)
6.2.3 Using Hebrew to Teach and Learn Hebrew
116(8)
6.2.4 Code Switching: The Strategic Use of English
124(27)
6.2.5 The Role of Handover
151(12)
6.2.6 Feedback and Forward Feeding
163(7)
6.2.7 Early Sensitization---TIFTUF (Drizzle, Sprinkle)
170(14)
6.2.8 Affective and Social Classroom Environment
184(8)
6.3 Conclusion to
Chapter 6
192(1)
7 Conclusions and Contributions of the Book
193(18)
7.1 Major Findings
195(5)
7.1.1 Code Switching
197(1)
7.1.2 Early Sensitization (TIFTUF)
198(1)
7.1.3 Handover, Feedback, and Forward Feeding
198(2)
7.2 The Implications to Other Modern Hebrew and L2 Programs
200(7)
7.2.1 Potential Implications to Other Modern Hebrew Programs
200(4)
7.2.2 Using the Language to Teach the Language (and the Place of Code Switching)
204(1)
7.2.3 Grammar in Language Learning and Students' Ungrammatical Language
205(2)
7.3 The Book's Applications to Research within Different L2 Educational Contexts
207(4)
Appendix 1 Transcription Key 211(1)
Appendix 2 Interview Questions 212(5)
Appendix 3 Unit of Study Information 217(9)
References 226(15)
Index 241
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).