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Date: 2018
Abstract: Los instrumentos y técnicas docentes, tanto en estudios primarios y secundarios como en el ámbito universitario, se adaptan a los nuevos métodos desarrollados por la ciencia de la didáctica para un mejor entendimiento y asimilación. Este hecho encuen-tra también formas en las nuevas tecnologías (TIC) que sirven como refuerzo para el aprendizaje. Sin embargo, herramientas clásicas tales como el uso del teatro aún siguen teniendo resultados destacables. El objetivo de estas páginas es el de ofrecer el modo en que se articula el género dramático en la adquisición de elementos lingüísticos, culturales e histórico-sociales y su practicidad en los estudiantes de grado en la Uni-versidad de Granada a través de dos ejemplos prácticos, el teatro en lengua hebrea y en judeoespañol o sefardí. 1. El género teatral en el contexto pedagógico: técnicas y aprendizaje de idiomas La enseñanza de técnicas teatrales no está programada en las guías docentes ni for-ma parte de ellas como una materia optativa, en nuestro caso, en el grado de Lenguas Modernas y sus Literaturas de la Universidad de Granada. Esta tarea, aunque requiere importante consideración y queda en manos de los responsables del taller, docentes que actúan como los directores del mismo. Las claves que se aplican en esta actividad, destinada a alumnos de idioma y cultura, tienen que ver con las formas de comuni-cación y la construcción de un conocimiento intercultural. El espacio teatral genera un lugar en el cual el alumno/actor puede discutir su personalidad y confrontarla con
Author(s): Amit, Hila
Date: 2017
Abstract: Looking at different perspectives and practices regarding Hebrew’s use or place of use, this chapter seeks to find connections between perceptions of diasporic Hebrew as they are envisioned and practiced in contemporary Berlin. What are the various events and activities taking place with regards to Hebrew in contemporary Berlin? How do Hebrew texts written today in Berlin correspond to the work of Scholem, Rosenzweig and others? Who are the people behind these activities and texts, and what is the political significance of their activities?

The article will open with a description of important notions of Zionist ideology. Then, I will describe briefly main aspects relevant to Israeli emigration. I will explain the importance of the city of Berlin to the Hebrew culture starting from the 18th century, as well as a Zionist center in the first half of the 20st century. The last two sections of this article will explore two figures of Israeli emigrants and their activities in contemporary Berlin. I will follow the activist Tal Hever-Chybowski, who claims to have established the first literary journal to be published in Hebrew in Europe since 1944 (entitled: Mikan Va'eilah - “from here and onwards”). Hever- Chybowski describes his motivation in the following words: “The goal of the journal is to become a literary cultural platform for non-hegemonic and non-sovereign Hebrew, a Hebrew that is free from the shackles of nationality and territory.” I say “claim to have established,” because this journal is not yet published, even though Hever-Chybowski describes it as if it is.

I will also follow the work of Mati Shemoeluf, a Hebrew author working in Berlin, who described the wonders of a Hebrew Library in Berlin. Shemoeluf, just like Hever-Chybowski, can be criticized for his embellishments of reality, since the Hebrew library – at least as Shemoeluf describes it - does not really exist. What are their political motivations, and what form of political activity are they practicing, are the questions I address in this chapter.
Author(s): Myers, Jo-Ann
Date: 2016
Abstract: Most Jewish day schools in the United Kingdom underperform in the teaching and
learning of Hebrew. Indeed, prominent figures in the UK Jewish establishment have
singled out the teaching of Ivrit (Modern Hebrew) in Jewish day schools as in need of
improvement. Former Chief Rabbi Lord Sacks argues that whilst children are undoubtedly
better educated Jewishly now than in the past, many challenges remain.
I contend that the physical separation between the Jewish Studies and the Hebrew
departments in Jewish day schools does a disservice to both by shutting the door to
crucial teaching and learning opportunities of Hebrew. I recommend that Jewish day
schools should be working towards breaking down these ‘barriers’. In the present
research, I address this issue from the perspective of my own interest, namely Hebrew
pedagogy. My research investigates the extent to which creating connections between
Biblical Hebrew and Modern Hebrew can enhance the teaching and learning of Hebrew in
Jewish day schools.
I employ an Action Research methodology within the context of a case study using
elements of Appreciative Inquiry and written through the lens of Autoethnography. From a
theoretical perspective, I draw on research regarding second and foreign language
acquisition and suggest that Ivrit cannot be separated from its religious, cultural and
historic framework. That is, while Hebrew is taught in the United Kingdom as a Modern
Foreign Language, I propose that we are in fact teaching a cultural language. This term
more aptly describes a modern living language bound up in a particular religion, culture
and time, as is Ivrit. Using the Hebrew root letters as the route to link Biblical and Modern
Hebrew, my research demonstrates that this integration can enhance the teaching and
learning of both. My case study shows that schools and teachers who choose to integrate
Biblical and Modern Hebrew can successfully embrace educational change, a process
which will require them to confront their belief systems as well as accepting new teaching
approaches and materials.
The Hebrew language has evolved, survived and thrived over the millennia and for me it is
the essence of Jewish survival.