Arabic Instruction in Israel

Lessons in Conflict, Cognition and Failure
Erscheinungsjahr 2017
ISBN: 978-90-04-32381-0
Verlag: Brill

Buch, Englisch, Band 117, 172 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 448 g

Reihe: Social, Economic and Political Studies of the Middle East and Asia

In Arabic Instruction in Israel Allon J. Uhlmann confronts two conundrums, namely the persistently poor level of Arabic proficiency among Jewish Arabic students and teachers, and the traumatic alienation of Arab students by university Arabic grammar instruction.

These are not aberrations but rather direct, albeit unintended, systemic consequences of the field of Arabic instruction, where Jewish students encounter Arabic as a dead, hostile language; Jewish hegemony devalues native Arabic proficiency; and Arab students are locked into a fractured educational trajectory – encountering two alienating and mutually unintelligible grammars of Arabic at school and at university.

By tracing systemic variabilities in cognition and learning Uhlmann exposes hitherto misrecognised dynamics that hinder Arabic instruction in Israel, thereby offering new avenues for possible change.

Autoren/Hrsg.

Uhlmann, Allon

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachpolitik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Preface

Acknowledgments

List of Illustrations

1 Conundrums of Arabic Instruction in Israel

The Origins of This Research Project

Methodological Disclosures

2 The Field of Arabic Instruction in Israel: Underachievement in the Jewish Sector

Language Instruction in the Jewish Sector—English versus Arabic

Arabic as Cultural Capital

Arabic Educational Policy and Practice

Implications

3 The Tertiary Education System and the Double Alienation of Israeli Arabs from Arabic

The Backdrop: Arabs and Arabic-Grammar Instruction

Tertiary Education and the Alienation of Arabs from Arabic

Grammar

Implications

4 A Cognitive Clash in the Classroom—The Incommensurability of Jewish and Arab Grammars of Arabic

A Lévy-Bruhlian Moment

The Sources

Lost in Simplification: The Light Hamza and the Meaning of Tenses

Mistranslation and the Different Construction of Nominal Sentences

Verb Morphology:Structuring Knowledge at Cross Purposes

Differences in Language Ideology and the Construction of Learning

Improbable Role Reversals

Systemic Incommensurability as Personal Failure

5 Arabic-Grammar Instruction: Systemic and Cognitive Implications

The Social Variability of Cognition, Scholarship and Learning

Circumscribed Freedom within the Field

References

Index

Über Autor(innen)

Allon J. Uhlmann, PhD, Anthropology (2002, Australian National University), is a research manager and policy analyst with the Australian Public Service. He is the author of Family, Gender and Kinship in Australia (Ashgate, 2006).