The Subversion of Arabic Instruction in Jewish Schools in Israel

2010 ◽  
Vol 44 (2) ◽  
pp. 139-151 ◽  
Author(s):  
Allon J. Uhlmann
Keyword(s):  
School System ◽  
Language Ideology ◽  
Objective Measures ◽  
Comprehensive Overview ◽  
Government Schools ◽  
British Mandate ◽  
Hebrew School ◽  
Israeli Government ◽  
Jewish Schools ◽  
Integral Feature

Arabic instruction in Israeli government schools in the Jewish sector is unsatisfactory by both subjective and objective measures. The general consensus among educators, academics and other interested parties, most notably the security apparatus—the main employer of Jews with knowledge of Arabic—is that not enough students study Arabic, and that those who do fail to achieve proficiency in the language (Uhlmann 2010, Ben-Rafael and Brosh 1991, Spolsky and Shohamy 1991, Spolsky et al. 1995, Lustigman 2008, State Comptroller 1996:367). Dissatisfaction with Arabic instruction has been an integral feature of the field since the very inception of the modern, secular, public Hebrew school system in the days of the British Mandate over Palestine (see especially early papers in Yonai 1992 and Landau 1961). This enduring educational fecklessness is remarkable given the available resources and the powerful stakeholders that drive for deepening and broadening Arabic instruction in Jewish schools.Previous analyses of the problems of Arabic instruction have focused on language ideology and Jewish pupils’ attitudes towards Arabic and Arabs (e.g. Ben-Rafael & Brosh 1991, Ben-Rafael 1994, Kraemer and Olshtain 1994, cf. the comprehensive overview by Spolsky et al. 1995). However, language ideology is but one aspect of the broad political and institutional structuring of Arabic instruction in Israel, and it is this complex as a whole that is responsible for the state of Arabic instruction.

scholarly journals A corpus-based analysis of language ideologies in Hungarian school metalanguage

2013 ◽  
Vol 1 ◽  
pp. 65-79
Author(s):  
Tamás Péter Szabó
Keyword(s):  
Conversation Analysis ◽  
School System ◽  
Language Ideology ◽  
Language Use ◽  
Language Ideologies ◽  
School Setting ◽  
Research Community ◽  
East European ◽  
Use Patterns

The main goal of this paper is to present a recently built interview corpus called Corpus of Hungarian School Metalanguage – Interview Corpus (CHSM-IC) and its potential in language ideology studies. This corpus was compiled during a broad survey on Hungarian school metalanguage carried out in 2009 and was recently made available for a wider research community within the CESAR (Central and South-East European Resources) project. The study investigates interactional routines used in metadiscourses on language use. Printed texts cited from prestigious handbooks and interview data from CHSM-IC are compared. Thus, widely used, culturally-inherited text fragments are detected and confronted with the interviewees’ narratives on their own communicational experiences. A case study on the discourse marker hát (‘so’, ‘well’) illustrates that there is a conflict and often a controversy between language ideologies disseminated by the Hungarian school system and the linguistic self-representation in the interviewees’ narratives. Combining Language Ideology, Conversation Analysis, Discourse Analysis and Discursive Social Psychology frameworks, the paper presents a detailed description on the emergence of metadiscourses in a school setting. The paper concludes that metalinguistic utterances (e.g., answers on grammaticality, statements on linguistic accuracy, etc.) and observable, spontaneous (or semi-spontaneous) language use patterns are regularly not in accordance with each other.

Chronology

2016 ◽  
Vol 46 (1) ◽  
pp. 1-35
Author(s):  
Paul Karolyi
Keyword(s):  
Prime Minister ◽  
Peace Process ◽  
Diplomatic Relations ◽  
International Peace ◽  
Comprehensive Overview ◽  
Municipal Elections ◽  
Palestinian Territories ◽  
Israeli Government ◽  
The Right ◽  
The Way

This is part 131 of a chronology begun in Journal of Palestine Studies 13, no. 3 (Spring 1984), and covers events from 16 May to 15 August 2016 on the ground in the occupied Palestinian territories and in the diplomatic sphere, regionally and internationally. The habba, or uprising, that began in Jerusalem in 9/2015 dissipated further as the Israeli government expanded its crackdown on the occupied Palestinian territories, the Israeli Left, and the Palestinian minority in Israel. Israel's Prime Minister Benjamin Netanyahu rejected international efforts to push Israel closer to peace talks with the Palestinians, instead shifting his ruling coalition further to the right. The French peace initiative advanced with Palestinian backing, despite Israeli opposition. Egypt lent its weight to international peace efforts, but failed to break the Palestinian-Israeli diplomatic impasse. Internally, the Palestinians prepared for municipal elections on 10/8/2016. Israel and Turkey reached a formal reconciliation agreement, paving the way for a return to full diplomatic relations. For a more comprehensive overview of regional and international developments related to the peace process, see the quarterly Update on Conflict and Diplomacy in JPS 46 (1).

Chronology

2017 ◽  
Vol 46 (4) ◽  
pp. 1-37
Author(s):  
Paul Karolyi
Keyword(s):  
West Bank ◽  
Right Wing ◽  
Hunger Strike ◽  
The West ◽  
Comprehensive Overview ◽  
Palestinian Territories ◽  
Peace Negotiations ◽  
Israeli Government ◽  
Political Spectrum ◽  
The Right

This is part 134 of a chronology begun by the Journal of Palestine Studies in Spring 1984, and covers events from 16 February to 15 May 2017 on the ground in the occupied Palestinian territories and in the diplomatic sphere, regionally and internationally. U.S. pres. Donald Trump leads a new, regional effort to restart Israeli-Palestinian peace negotiations. With the prospect of peace talks on the horizon, the Israeli government announced a new policy to guide settlement growth in the West Bank, and the Ramallah-based Palestinian leadership struggled to consolidate power. Palestinians in the West Bank elected new local leaders, although the elections were compromised by disagreements among the major political parties. Approximately 1,500 Palestinian prisoners in Israeli jails declared a hunger strike (the Dignity Strike), drawing support from across the political spectrum. Meanwhile, the right-wing Israeli government continued its efforts to undermine and delegitimize its opponents, including the Israeli Left, the Palestinian minority in Israel, and the Boycott, Divestment and Sanctions (BDS) movement. For a more comprehensive overview of regional and international developments related to the Palestine-Israel conflict, see the quarterly Update on Conflict and Diplomacy in JPS 46 (4).

scholarly journals Colonial vs Colonized Counter-Hegemonies: Two Vistas of Moroccan Educational Models

2020 ◽  
Vol 2 (4) ◽  
pp. 187-200
Author(s):  
Driss Bouyahya
Keyword(s):  
School System ◽  
Colonial Education ◽  
Educational Models ◽  
Contact Zones ◽  
Free School ◽  
Resistance Movements ◽  
Jewish Schools ◽  
Colonial Policies ◽  
A Site ◽  
Schooling System

Both France and Spain used schooling as a vehicle in service of colonization during the Protectorate era in Morocco, whereas Moroccans retaliated with counter-hegemonic tools to resist and interrogate imposed educational models in order to implement their oppositional agendas. Thus, the paper is threefold: it attempts to revisit and sketch out both colonial policies in education with their ramifications, while outlining and analyzing their strengths and limitations. The study also seeks to investigate how Moroccans establish resistance movements to react to the newly-imposed colonial hegemonies, such as free schools and reformed traditional Qur’anic schools (Msids), discussing their goals, structures, success and failure. Finally, the paper explores colonial education as a site of interaction or “contact zones” between French and Spanish colonizers and elite Moroccan Muslims and Nationalists who sought to counter the processes of acculturation, marginalization and subalternization. The study covers the Moroccan schooling system from 1912 to 1956. The study dwelled on the congruity of education as an ideological apparatus to shape identity and/or dominate in a battlefield over power between the Protectorate powers and the Moroccan nationalists, who made use of different discourses as an instrument of power. This essay unravels some conclusions that both French and Spanish Protectorates utilized different vistas to establish and sustain their hegemonies through education and instruction, such as Franco-Berber schools and Spanish-Arab/Spanish-Jewish schools respectively. While, Moroccan Muslims and nationalists countered the former hegemonies through creating a free-school system and reforming traditional Qur´anic schools.

Electron-deficient boron-based catalysts for C–H bond functionalisation

2021 ◽  
Author(s):  
Yuanhong Ma ◽  
Shao-Jie Lou ◽  
Zhaomin Hou
Keyword(s):  
Review Article ◽  
Current Status ◽  
Comprehensive Overview

This review article provides a comprehensive overview to recognise the current status of electron-deficient boron-based catalysis in C–H functionalisations.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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