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ERIC Number: EJ875228
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1524-4113
Why Bonnie and Ronnie Can't "Read" (The Siddur)
Schachter, Lifsa
Journal of Jewish Education, v76 n1 p74-91 2010
In the last issue of the Journal (volume 75, number 4), we read about our esteemed colleague Israel Scheffler's love affair with Hebrew. In this issue, we continue the conversation about Hebrew as part of a series of articles by distinguished senior colleagues who bring the wisdom earned by a lifelong career in Jewish education. Many of us share Scheffler's love affair with Hebrew, and we are anguished by the challenges facing the American Jewish community with regard to the teaching and learning of Hebrew language. Whenever educators sit together, no matter the setting, they discuss: What are the best ways to teach Hebrew? What are ambitious, but reasonable goals for Hebrew language learning in pre-schools, day schools and after school programs? What constitutes literacy in each of these settings? In this article, Lifsa Schachter, professor emeritus of education at the Segal College, shares some of her ideas on a range of questions such as these. Her ideas emanate from the research literature on second language acquisition, as well as from her own experiences and experiments designed to make a difference in the domain of Hebrew language learning. Lee Shulman (Shulman, 1987) asserts the validity of using the "wisdom of practice" in addressing educational challenges such as this one. Hebrew language teaching is an instance where experienced practitioners hold much knowledge. Yet, little of their knowledge has been committed to writing. We're delighted to share this article with you and hope that it encourages others to write about grappling with the challenges of Hebrew language learning in our schools. We encourage our senior colleagues in particular to share their wisdom about this and other issues that can make Jewish education vital and vibrant for the Jewish people in the twenty-first century. (Contains 11 footnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A