HHE 19 (2017) - Articles & Reviews

Hebrew Higher Education 19 (2017)


1. Scott Callaham, Biblical Hebrew in Chinese: Fostering the Rethinking of Teaching Method through Language Defamiliarization

2. Jennifer Noonan & Paul Overland, Teaching Biblical Hebrew to Oral-Preference Learners

3. Esther Raizen, השימוש במיומנויות חשיבה מסדר גבוה בכיתות הלשון

4. Or Rogovin, Scripture and Nation: Echoes of the Hebrew Bible in Israeli and American Literature

5. Edna Lauden, פנים אחרות לניתוח משווה: הפרסומת המסחרית בשירות הוראת העברית

6. Rama Manor, Abed al-Rahman Mar'i, and Tami Yair, Theoretical Knowledge and School Experience: Teaching Hebrew as a Second Language - A Case Study

7. Gila Cohen, הסטודנטים כמפעילים: פרויקט אמנות בכיתה

8. Irena Blanky-Karlin, פועלי איסוף והצטרפות ופועלי פיזור והפרדה בלשון התנאים: עיון תחבירי, סמנטי ומילוני תוך השוואה ללשון המקרא

9. Tsvi Sadan, Tasks of the Pedagogical Lexicography of Modern Hebrew


1. Renana Schneller, 

 סוגיות נבחרות מן המחקר העכשווי בהקניית שפה נוספת: תיאוריות ומדדים אמפיריים במחקר הלמידה המרומזת (IMPLICIT) והמפורשת (EXPLICIT)



1. Nimrod Shatil, דקדוק הפה והאוזן מאת עוזי אורנן, ירושלים, מאגנס, 2016

2. Zahava Caspi, Review of  תאטרון ישראלי: זמנים, חללים, עלילות. מאת שמעון לוי, רסלינג הוצאת ספרים, 260 עמודים

3. Stanley Nash, Review of Travels in Translation: See Tales at the Source of Jewish Fiction, by Ken Frieden

4. Carol Meyers, Review of Exodus in the Jewish Experience: Echoes and Reverberations, Edited by Pamela Barmash and W. David Nelson

5. Ronit Engel, Review of Mi-poh le-sham: Hoveret ha'ashara le"ivrit min ha-hathalah, by Esti Simons

6. Sheila Jelen, Review of Tzena, Tzena: In and About the Dowry Box, by Hannah Naveh and Tsila Abramowitz Ratner

7. Rina Baroukh, Review of In Three Landscapes: Leah Goldberg's Early Writings, by Natasha Gordinsky

8. Avi Bar-Eitan, Review of בהיר וגבוה כזמר. יעקב אורלנד: פואטיקה, היסטוריה, תרבות, מאת תמר וולף–מונזון

9. Dorit Lemberger, Review of Form, Dibur Literary Journal, Issue 2

10. Ruth Livne, Review of עברית, סוף הדרך! תרגילי דקדוק וקלוז לרמה ו' מאת: אסתר סימונס ופביו


11. Nitza Krohn, Review of Yours Truly: Hebrew from the Heart of Texas בינינו, by Esther Raizen




There is 1 Comment

Your article on “Biblical Hebrew in Chinese” is intriguing on multiple levels, Scott.  Thank you so much for shedding light on teaching and learning BH in Chinese. Surely the authors of Gu Xibolaiyu Jiaocheng are to be congratulated for such a daunting and monumental undertaking.  

A couple of comparisons with other reports of teaching BH outside a Western context, and a question, if I may:  After Marie Krahn taught a BH curriculum in her Portuguese context (Sao Leopoldo, Brazil) as part of the Cohelet Project's test-pilot phase, she reported that her students responded very favorably.  They registered little or no interference resulting from the fact that these materials initially were designed in an American-English context (she translated materials into Portuguese for student use).  While an effort had been made to craft the materials in a culture-neutral fashion, the real reason they reported for the ease of use traced to the communicative design, since by nature CLT reduces to a minimum the use of L1 and corresponding reliance on L1 grammatical analogies (whether the L1 is English or Portuguese).  

A second comparison:  In a paper presented at a recent NAPH summer conference, Jennifer Noonan reported a similar experience when teaching BH in Ethiopia (using English as language of instruction).  Among the factors contributing to student success, she listed two that were actualized since her teaching method (and textbook) followed a CLT approach.  First, the largely oral culture of her Ethiopian students inclined them toward an oral learning environment, an environment that her CLT approach facilitated in a natural manner.  Second, the students found the emphasis on meaningful communication very beneficial, more engaging than the use of display sentences having no connection to their lived experience.

A question (or two):  How do these reports of CLT student success (by Krahn and Noonan) compare with the experience of BH instructors in China who have used CLT-oriented materials (allowing for your comment on p. 12 that some non-Westerners may not be inclined to try a CLT approach, owing to its point of origin, aside from its method)?  To what extent do Chinese learners similarly find benefit from reduced use of L1, from an increase in the oral environment, and from an increase in meaningful communication?