Learning to read Hebrew in a Jewish community school: learners’ experiences and perceptions

Walters, Sue

doi:10.1080/09571736.2017.1283350

Cited by 8 publications

(3 citation statements)

References 21 publications

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“…Hebrew is inseparably associated with Judaism because it is the primary language of the Hebrew Bible (also called the Old Testament by Christians), Judaism's holy scripture (Goodman, 2018). Although their religious practices vary, Jewish people around the world learn Hebrew to maintain their religious, cultural, and ethnic identity (Walters, 2019). In addition, Jewish academic institutions in America, Europe, and other regions have also encouraged their students, depending on their interests, to deepen their understanding of Hebrew and Jewish culture.…”

Section: A Significance Of Hebrew For Judaism and Christianitymentioning

confidence: 99%

Second Language Arabic Knowledge Useful for Learning Hebrew Vocabulary

Uni

2024

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Arabic and Hebrew belong to the Semitic branch of the Afroasiatic language family, and thus, they are semantically and phonetically similar in many lexical aspects. This study examined the benefits of Malaysian university students having prior knowledge of Arabic while learning Hebrew. A two-page questionnaire was administered to two groups of 30 and 40 students at advanced and fundamental Arabic proficiency levels, respectively. Page 1 contained a checklist with Yes/No columns about 30 Hebrew words to examine the participants’ prior knowledge. If participants answered yes, they were asked to write the meaning of the word in English or Malay. They then answered multiple-choice questions about the 30 Hebrew words on Page 2. Arabic counterparts were not shown on the questionnaire to prevent cuing the participants. The first group of participants, 30 Malaysian students with advanced Arabic proficiency, learned an average of 23.07 Hebrew words. The vocabulary items most correctly identified by Group 1 were ‘olam “world” (30 correct answers), katavti “I wrote” (28), mavet “death” (28), melekh “king” (27), moakh “brain” (27), shabat “Saturday” (27), shen “tooth” (27), shamayim “sky” (26), shana “year” (26), ahavti “I loved” (26), and ozen “ear” (26). The second group, 40 Malaysian students with basic Arabic knowledge, acquired 12.83 words on average. The scores of the two groups differed with statistical significance at the 5% level (p < 0.001, df = 68, t = 14.26). From these results, it appears that Arabic lexical knowledge significantly facilitates Malaysian students’ acquisition of Hebrew vocabulary.

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Section: A Significance Of Hebrew For Judaism and Christianitymentioning

confidence: 99%

Second Language Arabic Knowledge Useful for Learning Hebrew Vocabulary

Uni

2024

jltr

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“…Learning heritage languages that are significant either for the pupils' religious education (Hall et al, 2002) or to maintain communication with family members (Tereshchenko & Archer, 2015) is categorized under the socialization purpose too. The socialization purpose in community education might also be translated to other goals such as ingroup socializing (Kim, 2017), ties to heritage society (Walters, 2019) and building community networks (Sai, 2018).…”

Section: Socialization Purposementioning

confidence: 99%

How and why minoritised communities self-organise education: a review study

Steenwegen

Clycq

Vanhoof

2022

Compare: A Journal of Comparative and International Education

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Minoritized communities have a long history of self-organizing learning to meet their youth's varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual framework based on their organizational form and their main objectives we distinguish different types of community education and we deduce that different communities have different needs which translate into different intended purposes. Distinguishing similarities and differences in community education across communities and countries is a necessary step in acknowledging the resourcefulness of minoritized communities in self-organizing education which is pertinent for stakeholders of community schools as well for those researching community educational spaces.

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“…Examples of this organisational arrangement would be the Brazilian Catholic parish lessons for around 40 students led by catechists monitored by the parish priest and the Brazilian Pentecostal Church faith lessons run by 12 volunteers with 20 students, included in research by Souza et al (2012), as might the large Reform Jewish Sunday school in which Walters (2019) explores the experiences and perceptions of learners about learning to read Hebrew.…”

Section: A Heuristic For Supplementary Schools With Connections To Rementioning

confidence: 99%

Supplementary schools with connections to religious organisations in the United Kingdom: A heuristic device for school leaders and researchers

Thorpe

2020

Management in Education

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Many supplementary and complementary schools operating in the United Kingdom and other countries have connections and relationships with religious organisations. However, there is considerable variety and complexity in these links and connections. Amidst some public concerns about these schools and as so little is known about them compared with other school sectors, a new heuristic device is offered to support leadership practice in supplementary and mainstream schools, and to encourage research particularly in the areas of governance, leadership and management. The need for this heuristic is made all the more urgent because of the disengagement of the state, at various levels, from appreciation of and support for the work of these schools, compounded by the lack of knowledge and understanding of their governance, leadership and management in particular. The exclusion of supplementary schools with religious links from future research and school partnerships needs to be avoided.

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Learning to read Hebrew in a Jewish community school: learners’ experiences and perceptions

Cited by 8 publications

References 21 publications

Second Language Arabic Knowledge Useful for Learning Hebrew Vocabulary

Second Language Arabic Knowledge Useful for Learning Hebrew Vocabulary

How and why minoritised communities self-organise education: a review study

Supplementary schools with connections to religious organisations in the United Kingdom: A heuristic device for school leaders and researchers

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