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.
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).
Table of contents
Preface Acknowledgments List of Illustrations
Conundrums of Arabic Instruction in Israel The Origins of This Research Project Methodological Disclosures
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
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
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
Arabic-Grammar Instruction: Systemic and Cognitive Implications The Social Variability of Cognition, Scholarship and Learning Circumscribed Freedom within the Field
All interested in Arabic language and grammar instruction; curricular design and educational policy; cognition across cultures; language policy and communal relations in Israel.