The Reality of Arabic in Israel
Classrooms in Conflict
Hezi Brosh [+–]
U. S. Naval Academy
Professor Brosh is a distinguished scholar in Arabic Language Teaching and Learning, holding a Ph.D. from Tel Aviv University and an M.A. from the Hebrew University in Jerusalem. His research primarily focuses on second-language acquisition, particularly in teaching Arabic to non-native speakers, with pioneering studies on the challenges and strategies encountered by Hebrew speakers learning Arabic in Israel. Professor Brosh has played pivotal roles in establishing Arabic language programs at the State Teachers’ College of Education and Seminar Hakibbutzim in Israel, as well as at Bard College in the U.S. Moreover, he served for many years as the coordinator of the Arabic Teacher Training Program at Tel Aviv University and held the position of director of the Arabic Program at the U.S. Naval Academy from 2017 to 2022. In addition to his work in language acquisition, Professor Brosh’s research extends into sociolinguistics, exploring themes such as language and conflict, identity, and contact. He has contributed substantially to language pedagogy, effective teaching methods, curriculum development, and cultural integration in language instruction. As an accomplished author, Professor Brosh has authored numerous Arabic textbooks and scholarly articles, with his work recognized in prestigious journals such as Applied Linguistics, Foreign Language Annals (FLA), and Studies in Second Language Learning and Teaching (SLLT). He actively participates in national and international conferences, symposia, workshops, and professional societies, sharing his expertise with educators and language enthusiasts. Professor Brosh’s ongoing dedication is evident through his affiliation with the Languages and Cultures Department of the U.S. Naval Academy, where he continues to advance the field and empower Arabic language learners worldwide.
This book offers a compelling case study on Arabic Teaching and Learning (ATL) as a foreign language within Israel’s Jewish educational system. It delves into the intricate interplay among politics, pedagogy, and linguistics. The author argues that ATL has not met expectations, despite investments and pedagogical reforms. The sociopolitical context, particularly the Arab-Israeli conflict, has far-reaching consequences for various aspects of Arabic education, affecting the status and dissemination of the language within Jewish-Israeli society. These aspects encompass language policies, attitudes and motivation, curriculum development, recognizing Arabic as a critical security concern, and the roles of native and non-native teachers. By examining the distinct circumstances, constraints, and challenges encountered in ATL in Israel, this book provides valuable insights into the role of language education in conflict-ridden environments. It sheds light on language teaching methodologies, policy, and planning, providing a fresh perspective on the intricate relationship between language and politics. Understanding these dynamics can pave the way for exploring strategies to leverage language as a unifying force rather than a divisive one. The Israeli experience holds valuable lessons and hypotheses that can be applied to other conflict-affected regions worldwide, such as Cyprus, South Africa, Northern Ireland, Bosnia, Serbia, Croatia, Myanmar, and Kosovo. These regions, where specific languages and cultures may bear negative stigmas, can benefit from comprehending how language policies shaped by conflict contribute to discrimination against minority groups. Given the significance of investigating language learning in conflict contexts, there is a need for extensive research to enhance our understanding. Critically evaluating the implications of conflicts on language policies and their impact on minority groups would yield valuable lessons to inform language education practices in conflict-affected regions.
Table of Contents
Introduction
Introduction [+–]
The Introduction delves into language disputes as focal points for political, cultural, and ethnic conflicts worldwide. It highlights language’s pivotal role in shaping identity and social cohesion, particularly in complex sociopolitical contexts like Israel, South Africa, and Cyprus. The text underscores the complexities of teaching and learning languages amid conflict, advocating for including minority languages in education. Additionally, it explores the nuanced dynamics of the Arab minority in Israel, revealing a complex interplay of identity, integration, and societal tensions. Israeli Arabs, distinct from Palestinians, navigate a unique cultural landscape within Israel, marked by divisions in education, politics, and socioeconomic disparities. Despite advancements in representation and education, challenges persist, including issues of loyalty, discrimination, and the ongoing Arab-Israeli conflict, which intricately intertwines language, politics, and identity.
Preface
Chapter 1
Chapter one chronicles the Palestinian-Israeli conflict from pre-1948 to the early 21st century, highlighting critical events such as the UN partition plan, Arab-Israeli wars, and peace efforts. It discusses demographic shifts, Arab-Israeli relations, and the impact of the conflict on Israeli society. Additionally, it explores Palestinian identity, including the Intifadas, Arab media influence, and tensions between Israeli Arabs and Jews. The chapter encapsulates the complex historical narrative and ongoing challenges in the region. It also delves into the significant upheaval in the Middle East, beginning with the Arab Spring protests for democracy and freedom. This period witnessed regime changes, regional conflicts, and ongoing tensions between Israelis and Palestinians. Recent events, including Hamas attacks on Israel, have heightened divisions and tensions between Jewish and Arab communities within Israel. Efforts at peace, such as the Abraham Accords, have evoked mixed reactions. The conflict’s impact extends beyond politics, influencing societal dynamics and intergroup relations within Israel.
Chapter 2
Chapter two highlights Israel’s national security challenges, including threats from groups like Hezbollah and Hamas and regional instability from conflicts in Syria and Iraq. Proficiency in Arabic is crucial for diplomacy, intelligence, and counter-terrorism efforts, aiding communication and cultural understanding. Despite obstacles, Israel has improved relations with Arab nations, demonstrating the potential of linguistic and cultural bridges for diplomacy. Military Intelligence (MI) actively promotes Arabic language education, allocating resources and establishing units to enhance Arabic learning. Despite challenges, MI's efforts elevate Arabic’s status, emphasizing its utility for national security while fostering understanding and dialogue. However, this approach must overcome negative perceptions of Arabic to realize its national security and peacebuilding potential fully.
Chapter 3
Chapter three delves into Israel’s language policies and their societal ramifications. It traces the evolution of Hebrew dominance, from its revival as a national language to its central role in Israeli formation. The chapter also scrutinizes the marginalization of Arabic and other minority languages, critiquing governmental priorities favoring Hebrew over linguistic diversity. Furthermore, it explores the IDF’s role in promoting Hebrew proficiency and shaping national identity through compulsory military service. The text also delves into Hebrew and Arabic in the Arab sector, delineating historical and contemporary language education strategies, including obligatory Hebrew instruction for Arab students to foster integration and allegiance to the Jewish state. Additionally, it examines the distinctive status of English in Israel, its escalating significance, and its impact on language education and societal dynamics, underscoring disparities in language perception and proficiency between Jewish and Arab communities.
Chapter 4
Chapter four delves into Israel’s language policies, particularly regarding Arabic, tracing its legal recognition alongside Hebrew and subsequent marginalization. Despite legal mandates, Arabic needs to pay more attention to official communications, public services, and media, exacerbating inequality and exclusion for Arabic speakers. Discriminatory practices perpetuate Arabic’s disempowerment, hindering its societal presence and cultural significance. The chapter explores Arabic language instruction in Israeli Jewish schools, focusing on the distinction between teaching Fuṣḥa (Modern Standard Arabic) and Ammiyya (colloquial Arabic). It discusses instructional goals, approaches, and challenges, emphasizing the sociopolitical context’s impact and the dominance of a foreign language approach in teaching. The text discusses disparities in Arabic teacher training, highlighting separate tracks for teaching Fuṣḥa and Ammiyya, leading to inadequate language skills among teachers. It examines challenges in language assessment, focusing on standardized tests’ impact on teaching methods. Additionally, it critiques the Arabic matriculation exam for its emphasis on grammar over oral skills and insufficient cultural content. The lack of focus on culture limits students’ understanding and communication abilities with native speakers, perpetuating the perception of the status of Arabic as a foreign language.
Chapter 5
Chapter 5 discusses sociopsychological factors in language learning, mainly focusing on attitudes and motivation in the context of learning Arabic in Israel. It highlights the complex relationship between language attitudes, societal dynamics, and learning outcomes. Negative attitudes toward Arabic and its speakers among Jewish students in Israel stem from sociopolitical tensions and perceptions of Arabs as a threat. Studies reveal low motivation to learn Arabic beyond instrumental purposes, such as military service. Even positive attitudes among younger students learning Arabic in elementary school diminish as they progress to junior high and high school. The sociopolitical context, including stereotypes and conflicts, profoundly influences students’ attitudes and motivation to learn Arabic, posing significant challenges to fostering cross-cultural understanding and language proficiency.
Chapter 6
Chapter six discusses the evolving role of Arabic language education within Israeli society, highlighting its challenges and complexities. It notes a decreasing Arabic knowledge among Jewish families from Arabic-speaking countries, leading to increased reliance on the educational system for Arabic diffusion. While Israeli policy officially supports Arabic education, its implementation faces hurdles. Sephardi Jews, who historically spoke Arabic, distance themselves from it to align with the dominant Jewish identity. Negative societal perceptions devalue Arabic, impacting its status in schools and discouraging students from learning it. Parental attitudes, societal biases, and educational policies further hinder Arabic education. Despite efforts to promote cultural understanding, Arabic remains marginalized. The analysis emphasizes the need to consider broader sociopolitical contexts and societal attitudes in evaluating language education programs.
Chapter 7
Chapter seven offers a historical perspective on Arabic Teaching and Learning (ATL) in Israeli Jewish schools amidst the ongoing conflict. It spans from pre-1948 to the 1980s, portraying the evolving perception of Arabic from practicality and cultural significance to security concerns. Despite efforts to enhance Arabic education, challenges persisted, including teacher shortages and curriculum issues. Political leaders like Yitzhak Navon acknowledged the importance of Arabic for fostering understanding and coexistence, yet faced resistance from Jewish students. Despite policy changes, Arabic education has declined due to sociopolitical biases and the prioritization of other languages. This situation underscores ongoing challenges in ensuring the consistent enforcement and tracking of Arabic instruction across schools, casting doubts on the Ministry of Education’s commitment to promoting Arabic education.
Chapter 8
Chapter eight addresses the intricate landscape of Arabic education in Israeli Jewish schools, spanning historical shifts in its role, from integration to national security focus. It discusses the influence of universities on the curriculum, often prioritizing academic research over practical language skills. The Ministry of Education’s policy changes, advocating for early Arabic teaching, are examined alongside challenges like the scarcity of qualified teachers and limited social interaction between Jewish and Arab students. The chapter highlights persistent issues, including student reluctance to learn Arabic and low numbers of Arabic examinees in matriculation exams, underscoring the need for an improved curriculum fostering comprehensive language and cultural proficiency.
Chapter 9
Chapter nine outlines various grassroots educational initiatives in Israel aimed at bridging the gap between Jews and Arabs, mainly through bilingual education in Hebrew and Arabic. These initiatives foster mutual respect, understanding, and coexistence between the two ethnic groups, challenging the long-standing educational segregation. Efforts include introducing Arabic language and culture into Jewish schools, bilingual Hebrew-Arabic schools, and online platforms offering Arabic language lessons. While these initiatives face challenges and limitations, such as limited reach and political opposition, they represent a shift towards greater integration and cultural exchange. However, comprehensive reforms are needed to effectively address segregation and promote understanding, including curriculum changes, pedagogical reforms, and ongoing opportunities for interaction and exchange between Jewish and Arab students.
Chapter 10
Arabic Diglossia [+–]
Chapter ten explores the concept of diglossia, focusing on Arabic as a prime example. Diglossia involves the coexistence of two varieties of the same language, namely the prestigious “high” variety (Fuṣḥa) and the informal “low” variety (Ammiyya). Scholars like Charles Ferguson and Joshua Fishman have studied diglossia’s implications, noting its prevalence in various linguistic communities. Arabic exemplifies diglossia, with Fuṣḥa primarily used in formal settings, while Ammiyya serves as the everyday spoken variety, shaping communication and societal dynamics. Additionally, the chapter discusses the evolution of Ammiyya, its significance in public discourse, and its expanding influence in written and online contexts. It highlights the linguistic landscape of the Arab world, delving into morphosyntactic and lexical differences between Fuṣḥa (formal Arabic) and Ammiyya (colloquial Arabic), emphasizing the complex linguistic situation within the Arab world. Furthermore, it explores the continuum between formal and informal varieties, introducing the concept of Educated Spoken Arabic (ESA) as a hybrid variety that bridges different dialects. This dynamic continuum challenges learning and teaching Arabic as a foreign language.
Chapter 11
Chapter eleven addresses the complexities of learning Arabic, a diglossic language comprising distinct written (Fuṣḥa) and spoken (Ammiyya) forms. Native speakers encounter challenges transitioning between Ammiyya and Fuṣḥa in formal education, leading to linguistic stress. Non-native learners must master both varieties to engage in Arabic-speaking communities effectively. Various teaching models advocate for integrating Fuṣḥa and Ammiyya, recognizing their importance in practical communication. However, implementing such approaches requires well-trained instructors capable of navigating linguistic complexities. In Israel, teaching Arabic faces unique challenges amid sociopolitical dynamics, often prioritizing Fuṣḥa over Ammiyya. This reflects broader social and political influences on language education.
Chapter 12
Chapter twelve delves into Israeli-Jewish Arabic teachers’ hurdles in the intricate sociopolitical landscape. Despite the pivotal role teachers play in shaping society, Arabic educators in Israel confront marginalization and lack of acknowledgment. Sociopolitical intricacies, inadequate training, and an absence of immersion in Arab culture impede their efficacy. The ongoing conflict exacerbates these obstacles, impacting both educators and students. The text underscores the necessity for comprehensive reforms in Arabic language education to tackle these issues effectively. Notably, the challenge of Arabic language education in Israeli schools is marked by significant hurdles, particularly regarding the qualifications and proficiency of Arabic instructors. While Arabic teachers are recruited from accredited programs, their language proficiency often needs to improve, impacting the quality of instruction. The recruitment process lacks stringent language assessments, diverging from standards observed for other languages. Although integrating Arab teachers into Jewish schools could foster cross-cultural understanding, it encounters obstacles rooted in historical, cultural, and security contexts. The chapter meticulously examines the challenges Arab teachers encounter within the Israeli Jewish school system. These hurdles emanate from the Arab-Israeli conflict, cultural disparities, and societal attitudes. Arab educators frequently grapple with feelings of isolation, inferiority, and resistance from Jewish students, parents, and colleagues. Despite their endeavors to foster comprehension and peace, Arab teachers contend with difficulties in cultural assimilation, language barriers, and political tensions. The chapter underscores the need for support, training, and a more inclusive educational milieu to tackle these challenges effectively.
Chapter 13
The chapter delves into the intricate relationship between language and culture, particularly in the context of Arabic education within Israeli Jewish schools. It highlights the challenges in integrating cultural dimensions into language instruction, emphasizing the importance of comprehensive approaches to foster cross-cultural understanding. While recognizing the complexities of teaching culture, it advocates for including authentic cultural content, such as proverbs and interactions with native speakers, alongside language learning. The chapter underscores the need for structured policies, teacher training, and ongoing research to integrate culture into language education effectively. Ultimately, it argues that mastery of Arabic depends on deeply understanding its culture, emphasizing the link between language and culture for meaningful communication and engagement.
Chapter 14
Implications [+–]
Chapter fourteen delves into the challenges faced in making Arabic mandatory in Israeli schools, with concerns revolving around its potential impact on Hebrew dominance and Jewish identity. Despite recent proposals to integrate Arabic education from elementary school, focusing on communication skills and cultural understanding, obstacles such as inconsistent implementation and low retention rates persist. Innovative strategies propose selective offerings for high-achieving students to rejuvenate Arabic education, accompanied by immersive experiences and enhanced teacher training. Elevating Arabic’s societal status necessitates acknowledging its cultural importance, improving teaching quality, and incentivizing careers in Arabic education. The chapter underscores the significance of comprehensive teacher-education programs for Arabic instructors, advocating for a blend of theoretical knowledge and practical skills. It also advocates adapting Israel's language policy to accommodate Hebrew and Arabic speakers, fostering cultural understanding and inclusivity. Additionally, it recommends establishing support networks and forums for Arabic teachers to facilitate professional growth and collaboration. The curriculum should prioritize cultural competence and incorporate diverse teaching methods and assessment techniques to enrich students’ engagement with the Arabic language and culture.
Chapter 15
Chapter Fifteen examines the profound impact of the Israeli-Arab conflict on Israeli society, particularly in shaping perceptions of Arabs and impeding Arabic language education. Negative stereotypes and deep-seated animosities have seeped into the education system, hindering meaningful interaction between Jewish and Arab communities. Despite attempts by the Ministry of Education (MOE) to enhance Arabic teaching, reforms have yielded minimal results, aggravated by the persistent conflict. The language’s association with conflict further discourages Jewish students from engaging with it beyond those studying for national security purposes. Nonetheless, recent peace agreements with Arab nations suggest a shifting mindset, igniting a growing interest in Arabic learning. Embracing Arabic as a tool for communication and comprehension could foster reconciliation and cultivate a more inclusive Israeli society, laying the groundwork for peaceful coexistence.
ISBN-13 (Hardback)
9781800505599
Price (Hardback)
£75.00 / $100.00
ISBN-13 (Paperback)
9781800505605
Price (Paperback)
£26.95 / $34.00
ISBN (eBook)
9781800505612
Price (eBook)
Individual
£26.95 / $34.00
Institutional
£75.00 / $100.00
£26.95 / $34.00
Institutional
£75.00 / $100.00
Publication
01/05/2025
Pages
300
Size
234 x 156mm
Readership
scholars
Illustration
10 figures
