This document discusses several programs and studies that aim to promote Arabic language education and cultural understanding between Jews and Arabs in Israel. It outlines programs that introduce spoken Arabic in elementary schools, establish bilingual schools, and integrate Arab culture into the curriculum. Studies show positive effects of early exposure to the language, use of native teachers, and teaching culture alongside language. The document advocates for mandatory Arabic education in all Jewish schools to foster shared citizenship.

1. Bridging the Cultural Divide
Through the Study of Arabic
Language and Arab Culture

2.  Arabic is the second official language in
Israel
 Arab citizens comprise almost twenty
percent of Israel’s population

3. ARAB SCHOOLSARAB SCHOOLS JEWISH SCHOOLSJEWISH SCHOOLS
 Learn Arabic, English, and
Hebrew beginning in
elementary school
 Have special Jewish culture
and Hebrew curriculum
 Mandatory matriculation
exam in Hebrew –
Language and culture.
 Required to learn Modern
Standard Arabic (MSA) 3
hours weekly only from
grades 7-10.
 Law is rarely enforced
 Start late; Only MSA
Reality: only about 50% of Jewish pupils learn
Arabic for the required three years, and those fluent
by the end are almost non-existent.

7. International Evidence:International Evidence:
•Germany: German Embassy
•LuxembourgLuxembourg:: Kirps, Josée et al, 2001
•CanadaCanada:: Bond
•Europe GenerallyEurope Generally:: EC, 2004

8. International Evidence:International Evidence:
•United States:United States: Cultural and Language Barriers in the Workplace, 2002

9. International Evidence:
•Brussels:Brussels: Janssens, 2008
•France:France: Alsace International
•United Kingdom:United Kingdom: Michel Thomas Language Centre , 2004

10. International Evidence:International Evidence:
•United States:United States: Dumas
•Canada:Canada: Globe-Gate Research

11. International Evidence:
•Canada:Canada: Core French Survey: A Regional Report;Core French Survey: A Regional Report;
•Bulgaria:Bulgaria: Supplement to the Eurydice study on "Foreign Language Teaching in
Schools in Europe", 2001;
•United States:United States: Cazabon, Labert, & Hall, 1993; Lambert & Cazabon, 1994
•Evlang ProjectEvlang Project

12. International Evidence:
•Slovenia-Italy and HungarySlovenia-Italy and Hungary: Savec;
•South Africa-ApartheidSouth Africa-Apartheid: Webb;
•Germany-FranceGermany-France: German Embassy, Washington DC, 2008;
•Brussels: Flemish-FrancophoneBrussels: Flemish-Francophone: Janssens, 2008

13. (Platform for Discussion
Herzilya Conference,
2008)
(Platform for Discussion Herzilya
Conference, 2008)
(Racism Survey 2007,
ACRI Report 2007)
Declaration of
Independence
guarantees:
•"complete equality of
social and political
rights to all its
inhabitants irrespective
of religion, race or
gender"
•Population/Land
Discourse
•Socio-Economic gap
between Jews and Arabs
•Arabs under-represented
in the civil service
•75% Jewish Israelis feel disgust
from hearing Arabic spoken
•31% feel hatred towards the
Arabic language

15. International Examples:International Examples:
•Croatia Study:Croatia Study: EC, 2004
•United States:United States: Kennedy, Nelson, Odell & Austin, 2000
•Korean speakers Study:Korean speakers Study: Flege et al, 1999
•General European School System: Housen, 2001

16. International Example:International Example:
•Netherlands:Netherlands: Edelenbos & Vinje, 2000

17. International Examples:International Examples:
•ESL study:ESL study: Vollmuth, 2000
•German study:German study: Schwob, 2001
•Small-scale study in England:Small-scale study in England: Bolster, Blanadier-Brown and Rea-Dickens, 2005

18. International Examples:International Examples:
•Canada’s Core French Program:Canada’s Core French Program: Core French Survey: A Regional Report;
•Slovene Istra:Slovene Istra: Šabec;
•United States:United States: Mantle-Bromley, 1995
•China:China: Ay-Young, 2005; Lin, 2002)

19. International Examples:International Examples:
•Finland:Finland: Pufahl et al, 2001
•Morocco:Morocco: Pufahl et al, 2001

20. International Example:International Example:
•EU study:EU study: Francescini and Ehrhart (2002 as cited in EU study)

21. International Examples:International Examples:
•EU study:EU study: Marschollek, 2002
•Brussels State Education:Brussels State Education: Lebrun & Baetens Beardsmore, 1993

22. International Example:International Example:
•Germany:Germany: Likata, 2003)

25.  Native speaking teachers positively influence
student perspectives and learning
 Significant proficiency reached if start young
 Maximize exposure to foreign language
 Establish link between primary and secondary
language education
 Culture curriculum needed as supplement
 Begin with spoken Arabic

27.  Purpose of Program:
• Teach shared citizenship through the study of
communicative Arabic in 4th
, 5th
, and 6th
grades in
regular state schools (24)
 Participants in Evaluation Program
• Randomly selected 4th
graders
• Focus group: Arabic and EFL
• Control group: EFL only
• Teachers: Native speakers of Arabic
Merchavim-“Let’s Talk”Merchavim-“Let’s Talk”

28.  Purpose of Program
• to build peace between Jews and Arabs in Israel
through development of bilingual and multi-cultural
schools.
 Program Details
• teach the regular curriculum of the state school
system
• both Hebrew and Arabic are used as languages of
instruction.
• teach holidays of both religions
““Hand in Hand”-Four Bilingual SchoolsHand in Hand”-Four Bilingual Schools

29.  Purpose of Research
• to investigate whether changing the starting age and language
variety causes changes in the learners’ attitudes and motivation
towards the target language.
• aimed to investigate the extent to which parental attitudes
affect their children’s motivation to study the language by
changing the educational context
 Research Details
• Experimental Group: 9 schools where spoken Arabic taught
• Control Group: 5 schools no Arabic taught
““Tel Aviv Research-1996”Tel Aviv Research-1996” (Donitsa-Schmidt)(Donitsa-Schmidt): Background: Background

30.  Tel Aviv ResearchTel Aviv Research
 Both sets of parents agreed that the preferred starting age for
spoken Arabic is third to fourth grade (ages 9 to 10) whereas the
study of MSA should follow later in the fifth to sixth grades or even
in the seventh or eighth grades.
 Hand in HandHand in Hand
 By the end of first grade, pupils have mastered both the Arabic and
Hebrew alphabets and are reading at a first grade level on a par with the
Israeli national average
Results Related to Significance of AgeResults Related to Significance of Age

31.  MerchavimMerchavim
 Transition: Negative attitudes and
apprehension regarding Arabs  Realization
that Arab minority is part of Israeli society.
 97% of focal agreed important to study
Arabic compared with 50% of control
 Hand in HandHand in Hand
 Arab and Jewish children began to associateArab and Jewish children began to associate
with each other both in and out of thewith each other both in and out of the
classroomclassroom
 Tel Aviv ResearchTel Aviv Research
 Control group focused more on need to study
Arabic based on surrounding countries and
in order to deal with Israel’s enemies as
opposed to experimental group which
focused on becoming familiar with Arab’s
culture, and for the sake of peace
Results Related to Easing TensionResults Related to Easing Tension

32.  MerchavimMerchavim
 66% of focal group though
important to learn Arab
culture verses 15% control
 50% focal agreed with “I
like Arabic Culture verses
7% control
 Hand in HandHand in Hand
 Arabs and Jews alike agreeArabs and Jews alike agree
that culture and religion arethat culture and religion are
the areas which can helpthe areas which can help
bridge the gaps thatbridge the gaps that
separate both populationsseparate both populations
in Israelin Israel
Results Related to Culture CurriculumResults Related to Culture Curriculum

33.  MerchavimMerchavim
 Creates positive attitudinal
change regarding: Arab
language, Arab society and
Arab culture
 Hand in HandHand in Hand
 Having a native teacher
gave the children the ability
to differentiate between the
individual Arab and the
group stereotype
Results Related to Native TeacherResults Related to Native Teacher

34.  Tel Aviv ResearchTel Aviv Research
 Both groups of parents perceived the studies of spoken Arabic as
significantly more important than the studies of MSA
Results Related to Method of TeachingResults Related to Method of Teaching
Parental opinions on Importance of Spoken Arabic vs MSA

36. Abraham Fund Initiative:Abraham Fund Initiative:
Language as a Cultural BridgeLanguage as a Cultural Bridge
Goals
•To make Arabic communicative language and cultural study mandatory in
all Jewish Israeli schools to provide education for a shared society
Program
•Includes elements of conversational and literary Arabic
•Exposure to contemporary Arab culture is integrated into the curriculum
•Implemented mostly in 5th
, 6th
, 7th
grade in 111 schools around the country

37. Program from
5th
-6th
grade

38. Special Curriculum
• Explore different
aspects of Arab
Culture
Learn about:
• Places
• Food
• Traditions.
• Music
• Holidays,
• Values

39. Ambassadors of
Arab culture.
• Share:
 Activities they
did with their
family
 Different
cultural
traditions
 Holidays that
they celebrated
earlier in the
week.

40. 2-3 workshops per year
• Includes:
 Music
 Theatre
 Traditional storytelling
• Conducted by
Professional Arab artists.
Program's website includes
web-based learning and
communication options
Encourages interactions &
encounters between
Jewish and Arab children

41.  Mostly teach Spoken Arabic
• Teach words that overlap between Spoken and
MSA
 Also learn to read and write Arabic (MSA)

42.  Teachers from primary and secondary schools
communicate
• Invited Arabic teachers from junior high school (usually teach
MSA) to join teacher seminars  get exposure to materials;
reinforce oral skills and knowledge of culture
 Meet principles and Arabic teachers of receiving junior
high school  tell them about program
 Future plans:
• Make Jewish teachers from secondary school to meet with
Arab teachers in elementary schools creates personal
connection
• Secondary school teachers watch classes elementary classes

44.  More eager to learn Arabic
 Positive attitudes towards Arabs
 Greater willingness to engage with Arab
neighbors
 78% of children happy to learn Arabic
(Meltzer-Geva & Awade, 2007)

46. No Exposure
to Native-
speakers/
culture
No
enforcement
of Arabic
education law

47. ““Be the change you want to see in theBe the change you want to see in the
world.”world.”

48. ““ Change starts when someone seesChange starts when someone sees
the next step” ~William Draytonthe next step” ~William Drayton

63. Merchavim Results Related to “Easing Tensions”Merchavim Results Related to “Easing Tensions” (Achva College of(Achva College of
Education, 2006)Education, 2006)
Before learning Arabic After learning Arabic
 Relied on media for
information about Arab-Israeli
society
 Negative attitudes and
apprehension regarding
Arabs
 Increase of curiosity
regarding customs and life of
Arab-Israelis
 Realization that Arab minority
is part of Israeli society.
 Realization Arab Israelis have
distinct culture, customs, and
traditions

64. Raneem (R), a 4th grade Arab student, helps Adva,
her Jewish classmate with Arabic reading
Jewish and Arab school-friends share the
playground during recess
““Hand in Hand”: Eases TensionsHand in Hand”: Eases Tensions
Arab and Jewish children began toArab and Jewish children began to
associate with each other both in and out ofassociate with each other both in and out of
the classroomthe classroom

65. ““Tel Aviv Research” Results Related to “Eases Tensions”Tel Aviv Research” Results Related to “Eases Tensions”
MotivationMotivation ExperimentalExperimental ControlControl
Peace/CulturePeace/Culture 44.5% 32.7%
PragmaticPragmatic 39.1% 31.5%
Security/EnemySecurity/Enemy 6.2% 10.6%
Student’s Motivation for Studying Arabic (Donitsa-schmidt, 2004)

66. ““Tel Aviv Research” Results Related to “Significance of Age”Tel Aviv Research” Results Related to “Significance of Age”
(Donitsa-schmidt, 2004)(Donitsa-schmidt, 2004)
Kindergarten 1st
-2nd
3rd
-4th
5th
-6th
7th
-8th
Spoken
Experimental 16.8% 15.3% 38.1% 23.4% 6.4%
Control 14.8% 16.9% 32.5% 26.1% 9.6%
MSA
Experimental 5.6% 5.7% 21.2% 34.1% 33.3%
Control 1.1% 6.6% 25.0% 30.1% 37.2%
Parent’s opinions on when to begin Spoken Arabic and MSA

67. Merchavim Results Related to “Culture Curriculum”

68. ““Hand in Hand” Results Related to “Culture Curriculum”Hand in Hand” Results Related to “Culture Curriculum”
Arabs and Jews alike agree that culture and
religion are the areas which can help
bridge the gaps that separate both
populations in Israel

69.  Creates positive attitudinal change regarding:
• Arab language
• Arab society
• Arab culture
Merchavim Results Related to “Native Teacher”Merchavim Results Related to “Native Teacher” (Achva College of
Education)
Interview with Arab teacher in “Let’s Talk”:Interview with Arab teacher in “Let’s Talk”:
Q: Hazaar [Arab teacher], how did the school children receive you atQ: Hazaar [Arab teacher], how did the school children receive you at
first?first?
A:A: In the beginning I was afraid, because of my clothing and the fact that I'm aIn the beginning I was afraid, because of my clothing and the fact that I'm a
religious Arab. After a few classes the children told me that they thought allreligious Arab. After a few classes the children told me that they thought all
kinds of things about me, including that I was scary, They asked if Nasrallahkinds of things about me, including that I was scary, They asked if Nasrallah
was a relative of mine, but then everything was fine.was a relative of mine, but then everything was fine.

70.  Structure:
• Each class is "team-taught" by an
Arab and Jewish teacher.
 Result:
• ability to differentiate between the
individual Arab and the group
stereotype
““Hand in Hand” Results Related to “Native Teacher”Hand in Hand” Results Related to “Native Teacher”
(Mendelson, 2004)(Mendelson, 2004)
Seven-year-old Adam, a Jewish child in second grade, was playing at aSeven-year-old Adam, a Jewish child in second grade, was playing at a
neighbor's house when a bomb exploded on a bus in Jerusalem. The neighbor,neighbor's house when a bomb exploded on a bus in Jerusalem. The neighbor,
angry at the news, shouted out "these Arabs just want to kill us all," toangry at the news, shouted out "these Arabs just want to kill us all," to
which Adam replied, "I don't think that's true, my teacher is Manal and Iwhich Adam replied, "I don't think that's true, my teacher is Manal and I
know that she loves me and doesn't want to kill me.“know that she loves me and doesn't want to kill me.“

71. ““Tel Aviv Research” Results Related to “Method of Teaching Arabic”Tel Aviv Research” Results Related to “Method of Teaching Arabic”
Parental opinions on Importance of Spoken Arabic vs MSA

72.  Background
• Italy used to own western part of Slovenia
 Education system
• Pupils in schools where the language of instruction is Slovenian
must learn Italian as the second language
• Children in schools with Italian as the language of instruction
must learn Slovenian as the second language.
• They also learn about the history, culture, and natural heritage
of both nations.
 Benefits of Foreign Language
• Improved political situation

73.  Background
• Officially bilingual country since 1982Reality: 95% of French
speakers live in Quebec (Statistics Canada, 1996).
• Until recent years, French-speakers were often discriminated against
when applying for work, and received incomes 35% lower than that of
the Anglo-Québecer.
 Education System
• “Core French” Program
 French typically taught from either Grade 4 or Grade 5 until Grade 9
 Most provinces and territories aim to provide about 600 hours of
French instruction by the end of elementary or middle school.
 Special emphasis placed on education of culture
 Benefits of Foreign Language
• Strengthened economy
• Businesses profited
• Eased tension

74.  Background:
• 14 million U.S. households people speak a language other
than English
• Total of 311 languages spoken in the country; 162 being
indigenous, and 149 immigrant languages. (2000 census)
• Around 14.8% of the population is Hispanic.
 Benefits of Foreign Language
• Businesses profited
• Eased tension

75.  Background
• European Union Initiative
• Countries: France, Switzerland, Italy, Spain, and Austria
• aimed at developing an original approach to languages in
elementary schools
 Education Policy
• make children aware of variety of human languages
in their environment and wider world
• feel at ease with unfamiliar sounds, words and
patters
 Benefits of Foreign Language
• Eased tension

76.  Background:
• Apartheid era
 English =highly prestigious
 Bantu and Aricaans=uneducated.
 Education system for black child
• Mother-tongue education for the first four years of
primary education
 European language, English, French, or Portuguese,
offered as a subject.
• From fifth grade onwards, a European language
becomes the sole medium of instruction.
 Benefits of Foreign Language
• Improved political relations

77.  Background
• Majority population of 80% French speakers and a minority of
20% Flemish speakers
• For many centuries, Brussels was a Dutch-speaking city
• Small French-speaking elite began to take over in the 15th century.
• Inspired by civil rights movements elsewhere in the world, Dutch
speakers gradually asserted their rights in the 1960s, leading in 1962
to the creation of a language frontier dividing the country into two
regions.
 Education System
• Two independent education systems in Brussels
 Flemish-Dutch speaking
 French Community one.
• First foreign language in French-speaking schools is obligatorily
Dutch and vice versa
 Benefits of Foreign Language
• Individuals prospered
• Improved political situation

78.  Background
• Changed nationality from French to German no less than
four times.
• Parents requested schools to begin teaching German.
 Educational System
• Emergence of bilingual schools
• Most Public schools- 2-3 hours of German every week
 Benefits of Foreign Language
• Strengthened economy
• Individuals Prospered

79.  Background
• German-French Friendship Treaty
 Special emphasis on cooperation in culture and education
 Education Policy
• 2000: introduced foreign language teaching to
primary schools
• Made learning another foreign language mandatory
from 6th grade onwards
 Benefits of Foreign Language
• Strengthened economy
• Improved political situation

80.  Background
• Located between French-speaking and German-speaking
civilizations.
 Education System
• Primary education-German
 French taught as a subject from the second year.
• Lower secondary education-French gradually replaces
German
 science subjects, as well as history and geography, continue to
be taught in German.
• Upper general secondary education-all subjects are
taught in French.
 Benefits of Foreign Language
• Strengthened economy

81.  Education Policy
• Students must start a first foreign language in grade
two and a second in grade five.
 Benefits of Foreign Language
• Eased tensions