Ivrit's Place in the Dual Curriculum Model of Orthodox Jewish High Schools in North America

Autor/in	Klein, Reuven Chaim
Titel	Ivrit's Place in the Dual Curriculum Model of Orthodox Jewish High Schools in North America
Quelle	(2021), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Dissertation, London School of Jewish Studies
Zusatzinformation	ORCID (Klein, Reuven Chaim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Judaism; Religious Schools; Religious Education; Religious Factors; High School Students; Curriculum Design; Day Schools; Hebrew; Second Language Learning; Second Language Instruction; Teaching Methods; Language Variation; Trend Analysis; Educational Trends; Ideology; Educational Theories; Heritage Education; Communicative Competence (Languages); Educational Policy; Educational Objectives; General Education; Applied Linguistics; Research Methodology; Language Teachers; Teacher Attitudes; Males; Single Sex Schools; Clergy; Grammar; Language Attitudes; Educational History; High School Teachers + Suchen Sie Ihr Suchwort? Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrplangestaltung; Day school; Halbtagsschule; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; Trendanalyse; Bildungsentwicklung; Ideologie; Educational theory; Theory of education; Bildungstheorie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Allgemein bildendes Schulwesen; Allgemeinbildung; Linguistics; Linguistik; Angewandte Linguistik; Research method; Forschungsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Klerus; Grammatik; Sprachverhalten; History of education; Bildungsgeschichte; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	The dual curriculum model ubiquitous to Orthodox Jewish day schools in North America typically bifurcates into religious (Judaic) studies and general studies. While most classes generally fit into one of those two halves of the curriculum, some classes are not intuitively categorized as wholly belonging to one part over the other. One of those classes is "Ivrit" (Modern Hebrew). This study aims to describe "Ivrit's" place in the dual curriculum model and the various factors that contribute to that reality by exploring the context in which "Ivrit" emerged as a subject-matter for Orthodox schools and seeking to identify trends in the ways "Ivrit" is taught. This paper lays out the theories behind how ideology influences curriculum formation and documents how Hebrew has fit into the curriculum of Jewish Education throughout the ages. It also provides a picture of the particular context of North American Orthodox Jewry that this study focuses on, as well as a review of the different theories behind Hebrew education (heritage language vs. communicative language). With this theoretical background in hand, this dissertation surveyed 36 Orthodox high schools in North America to better understand how they viewed "Ivrit's" place and shows that ultimately this subject's place in the dual curriculum model remains ambiguous. Documenting how "Ivrit" is taught and examining the reasons as to why "Ivrit" is taught helped shed light on "Ivrit's" precarious place in the dual curriculum model, as some of those policies/techniques/motives seem to line up with the aims of the Judaic studies curriculum, while others seemingly reflect the goals of the general studies curriculum. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01