Bulletin: Education in Israel








ToC: International Journal of Educational Research 76 (2016); special section on Arabs in Israel

International Journal of Education Research 76 (2016)

Special section on Higher Education in a Transforming Society: The Case of Arabs in Israel; Guest edited by Hanoch Flum and Avi Kaplan


Higher education in a transforming society: The case of Arabs in Israel
Pages 89-95
Hanoch Flum, Avi Kaplan

Access to higher education and its socio-economic impact among Bedouin Arabs in Southern Israel
Pages 96-103
Ismael Abu-Saad

English as a gatekeeper: Inequality between Jews and Arabs in access to higher education in Israel
Pages 104-111
Yariv Feniger, Hanna Ayalon

On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim girls in Israel
Pages 112-119
Rachel Seginer, Sami Mahajna

The paths of ‘return’: Palestinian Israeli women negotiate family and career after the university
Pages 120-128
Lauren Erdreich

The conception of work and higher education among Israeli Arab women
Pages 129-140
Rachel Gali Cinamon, Halah Habayib, Margalit Ziv

Higher education among minorities: The Arab case
Pages 141-146
Alean Al-Krenawi

New Article: Awayed-Bishara, Cultural Content of Materials Used for Teaching English to High School Speakers of Arabic

Awayed-Bishara, Muzna. “Analyzing the Cultural Content of Materials Used for Teaching English to High School Speakers of Arabic in Israel.” Discourse & Society (early view; online first).


URL: http://dx.doi.org/10.1177/0957926515581154



This article analyzes English textbooks used in Israel to examine whether their cultural content is appropriate for the Palestinian Arab learner. This topic is significant, as the English curriculum in Israel is uniform in all sectors. The article presents a critical discourse analysis of six English textbooks used in Israeli high schools to examine the recurrence of seven discursive devices that might possibly serve as a means for shaping or (re)producing ideological values: (1) culturally distinctive names, (2) pronouns, (3) the passive/active voice when relating to the Other, (4) explicit statements defining the target audience, (5) narratives involving faraway cultures that perpetuate Western stereotypes and exclude the Other, (6) a demand for culturally specific prior knowledge, and (7) discourse constructing identities and collective memories. These devices serve to foster English learners imbued with Western oriented Jewish-Zionist ideology, while reproducing and perpetuating hegemonic ideology. Thus, English textbooks in Israel marginalize the Palestinian Arab minority, its culture and common traditions, thereby engendering a learning environment that creates a negative learning experience for students of this sector.


New Book: Halperin, Babel in Zion

Halperin, Liora R. Babel in Zion. Jews, Nationalism, and Language Diversity in Palestine, 1920-1948. New Haven: Yale University Press, 2014.




The promotion and vernacularization of Hebrew, traditionally a language of Jewish liturgy and study, was a central accomplishment of the Zionist movement in Palestine in the years following World War I. Viewing twentieth-century history through the lens of language, author Liora Halperin questions the accepted scholarly narrative of a Zionist move away from multilingualism, demonstrating how Jews in Palestine remained connected linguistically by both preference and necessity to a world outside the boundaries of the pro-Hebrew community even as it promoted Hebrew and achieved that language’s dominance. The story of language encounters in Jewish Palestine is a fascinating tale of shifting power relationships, both locally and globally. Halperin’s absorbing study explores how a young national community was compelled to modify the dictates of Hebrew exclusivity as it negotiated its relationships with its Jewish population, Palestinian Arabs, the British, and others outside the margins of the national project and ultimately came to terms with the limitations of its hegemony in an interconnected world.

Table of Contents

Note on transliteration and translation


Introduction: Babel in Zion

Languages of Leisure in the Home, the Coffeehouse, and the Cinema

Peddlers, Traders, and the Languages of Commerce

Clerks, Translators, and the Languages of Bureaucracy

Zion in Babel: The Yishuv in Its Arabic-Speaking Context

Hebrew Education between East and West: Foreign-Language Instruction in Zionist Schools

Conclusion: The Persistence of Babel





New Article: Rebhun, English-Language Proficiency Among Israeli Jews and Palestinian Arabs

Rebhun, Uzi. “English-Language Proficiency Among Israeli Jews and Palestinian Arabs in the United States, 1980–2000.” International Migration Review 49.2 (2015): 271-317.


URL: onlinelibrary.wiley.com/doi/10.1111/imre.12064/abstract



This study assesses the determinants of English-language proficiency among three subgroups of Israeli immigrants in the United States, namely native-born Israeli Jews, foreign-born Israeli Jews, and Palestinian Arabs, and how these determinants have changed over time. Multivariate analyses of decennial censuses from 1980, 1990, and 2000 reveal substantial differences in the directions and significance of the relationships between the independent variables and English proficiency of the subgroups under investigation. Ethnoreligious affiliation per se is seen to be an important factor that consistently explains intra-group variation in English proficiency. This lends support to the split approach over the lump approach in attempting to understand immigrants’ linguistic dynamics in the new country. The findings are discussed in reference to three working hypotheses – “exposure,” “efficiency,” and “economic incentives” – and in the specific sociopolitical conditions of Jews and Arabs at both origin and destination.

Dissertation: McCLure, ELL Parent Involvement of Recent Immigrants from Israel, Russia, and Uzbekistan

McClure, Noel M. ELL Parent Involvement of Recent Immigrants from Israel, Russia, and Uzbekistan. Jones International University, 2011.


URL: http://udini.proquest.com/view/ell-parent-involvement-of-recent-pqid:2336119021/


Abstract: The purpose of this research is to determine successful ways schools, teachers, and classrooms can effectively foster partnerships with parents of English language learners who are recent immigrants from Russia, Uzbekistan, and Israel. As schools struggle to overcome institutional bias and lack of understanding of how to accommodate the needs of the growing population of immigrant students from diverse countries, immigrant parents also struggle to fit into a new cultural environment and to secure the best education for their children. This qualitative study was conducted in one school in Phoenix, Arizona. Through interviews with ten parents of English language learners and nine teachers of ELL students, this research provides information about the barriers and opportunities that teachers and parents of English language learners faced in improving academic success for English language students who were children of immigrants. The findings and conclusions consist of the following: (a) schools and parents must communicate well in order to develop into a team that supports the students, (b) schools may need to provide additional resources to ELL teachers and parents in order to support the students, and (c) school cultures may need to change through cultural trainings and signage in order to become more welcoming toward ELL parents. This work is limited by the fact that it was completed in only one school with a narrow population. The information gathered here informs the discussion in schools regarding ways that school leaders and teachers can work more effectively with immigrant parents to support in the home the academic goals of English language students. Key search terms: English Language Learners, immigrant parents, school-parent communication, school-family connection, Bukharian students.

Subject: English as a Second Language; Multicultural Education; Judaic studies

Classification: 0441: English as a Second Language; 0455: Multicultural Education; 0751: Judaic studies

Identifier / keyword: Education, Social sciences, Bukharian, ELL, ESL, Parent involvement, Recent immigrants, School-parent communication, English as a second language, Israeli, Russian, Uzbek

Number of pages: 297

Publication year: 2011

Degree date: 2011

School code: 1590

Source: DAI-A 72/06, Dec 2011

Place of publication: Ann Arbor

Country of publication: United States

ISBN: 9781124591469

Advisor: Hargiss, Kathleen

Committee member: Howard, Caroline, Orth, Judith

University/institution: Jones International University

Department: School of Education

University location: United States — Colorado

Degree: Ed.D.

Source type: Dissertations & Theses

Language: English

Document type: Dissertation/Thesis

Dissertation/thesis number: 3450476

ProQuest document ID: 864579837