HaYidion Article in Summer, 2019 Issue

The umbrella organization for North American Jewish Day Schools, PRIZMAH, invited me to submit an article for their most recent educational journal.  The volume’s theme, ‘Deepening Talent,’ focuses on “cultivating growth and vitality for all its [school] stakeholders, from students to board members.”  My article, “Reimagining Modern Hebrew Instruction,” appears in the ‘Study and Reflection’ section, and mentions many of the precepts contained in my articles on this blog, with a focus on transforming Hebrew teacher and learner attitudes and outcomes.

Here’s the link to the journal:  https://www.prizmah.org/hayidion-digital/#/shelf/view/default

And here’s a direct link to my article on page 54: 

https://www.prizmah.org/hayidion-digital/#/reader/24790/744521

As always, I invite readers to reflect, question, challenge and engage.

Please leave a comment and/or contact me through the blog!

 

Comprehensible Hebrew: Big Ideas

When I’m invited to present or consult with elementary, middle, high school or supplementary (temple-based) administrators and parents who are unfamiliar with the field of Second Language Acquisition (SLA), I often provide a “Big Ideas” hand-out for later reference and reflection.  I offer it here on the blog, and invite your questions, wonderings and feedback.

Comprehensible Hebrew  –  BIG IDEAS

*Primacy:  Humans acquire language one way:  By understanding messages, a.k.a. Comprehensible Input (CI).

*Communication:  Modern Hebrew is a tool for communication.  A focus on phonology, morphology, grammar or syntax constitutes linguistics – and does not serve our communicative goals.

*Input vs. Output:  Listening and reading, the receptive/input skills, precede writing and speaking, the productive/output skills.  Therefore, we must build a foundation via input, then set appropriate and reasonable expectations for output.

*Compelling Interest:  When the incoming messages are compelling, listening and engagement skyrocket.

*Personalization:  By tailoring the messages through co-created images, scenes & stories, we optimize the input and attention to it.

*Literacy:  Reading compounds language acquisition.  Once the sound and meaning of the language are in their heads, reading feels natural & effortless.

*Program Content:  Modern Ivrit for interpersonal communication is different from liturgy, religious study & sacred text, though there is overlap.  BICS/CALP continuum – Basic Interpersonal Communicative Skills & Cognitive Academic Language Proficiency.

*Instructional Time:  A 90-minute/week Hebrew offering means that after 4 years, students have logged +- 200 hours.  Compare that to nearly 12,000 hours of native English input that kindergarteners come to school with (VanPatten).  Bottom line: Most of our students are Hebrew language ‘toddlers;’  every precious class minute counts; optimizing quality is paramount.

*Outcomes:  Set realistic, developmentally appropriate goals, and align our teaching with them, across the offering.

*Instructional Quality:  By rededicating ourselves to quality instruction with well-trained, Hebrew-proficient faculty, we can deliver compelling Hebrew at the discourse level.  By monitoring and refining our offering, we ensure for our students an enjoyable & effective Ivrit experience.

*CI Hebrew Resources:  Currently there are precious few research-aligned Hebrew trade materials.  Many CI teachers adapt or create original materials based on their teaching environment, student proficiency level & interests.

*Professional Development:  We can support our Modern Hebrew instructors by: Providing high-quality training that aligns with SLA; engaging in mentoring & coaching; observing & reflecting on other experienced CI teachers’ practice.

*Community:  Stakeholders will embrace the re-envisioned Modern Hebrew offering when they hear positive student buzz, and see the camaraderie it fosters.  CI strategies are appropriate for students of all ages, including adults!

*Reflection:  I invite you to read and comment on my Comprehensible Hebrew community blog.  This free resource is dedicated to teachers improving Modern Hebrew instruction, and, in turn, enhancing student attitudes, learning experiences & outcomes.  

*Take a Peek:  I invite you to view this blog post for a captioned video of DAY 1 Hebrew instruction at my temple-based supplementary school program.

*Inspire:  Your school has a unique opportunity to pioneer a research aligned, re-envisioned Modern Hebrew offering.  Your bold leadership in this area will influence Modern Hebrew instruction, attitudes & outcomes both locally and globally.  

Revamp:  Now that SLA is ‘out of the bag,’ we must:  1. Take a hard look at current Ivrit classroom practice and school offerings; 2. Abandon those methods that don’t align with SLA;  3. Deliver compelling & comprehensible Ivrit, the driver of acquisition!

*Transform:  Ivrit class ought to be inviting, positive and joyful for our students and faculty, affording continued growth in proficiency, while sparking interest and encouraging pursuit

Finally, it’s been an honor and pleasure to open this exciting dialogue with you.  Please contact me with questions & comments.

What The Avi Chai Hebrew Report Tells Us (And What It Doesn’t)

The long awaited Avi Chai Foundation Hebrew report, Hebrew For What? Hebrew at the Heart of Jewish Day Schools, was released this month, and is enjoying broad discussion and commentary among Hebrew educators and administrators.

While I read it closely and with great interest, I was left scratching my head, surprised both by its content, and by what failed to make its way into the hefty 64-page volume.

On this Pesach 5777, our season of fundamental questions, let’s start with the report’s Executive Summary, which, right off the bat, outlines some of my concerns.   As the summary opens, its researcher/authors lament the difficult and complex task of teaching Hebrew, due to the multiple purposes that the Hebrew curriculum serves (studying both classical sacred texts, and acquiring modern Hebrew communication skills) in a day school setting.  The authors seem to be seeking readers’ leniency by describing a nearly impossible feat, relating that Hebrew faculty is hard to find; instructional minutes are hard to come by; parental demands add stress; maintaining older students’ interest is challenging; and my personal favorite, the non-Romanized alphabet makes Hebrew harder to learn than other commonly taught world languages, such as Spanish and French.

Before we continue, I say we need to come to some common understanding about what it is we are trying to accomplish with Hebrew in the day school classroom, refine and articulate our goals regarding Hebrew instruction, and align our teaching with our goals.  I believe that a better handle on Second Languages Acquisition (SLA) research, which is, lamentably, all but absent from the Avi Chai report, will aid our grasp of the issues above, and how to address them.

Big Idea #1:  Humans acquire language one way only –  by understanding messages (Chomsky/Krashen).  If we want our students to acquire Hebrew for any purpose, sacred or secular, conversational or literary, then we must begin by delivering comprehensible input, aural/oral and written messages that they can understand and that are so compelling that they attend to them effortlessly and automatically.

The Avi Chai report researchers uncover a curious trend in their surveys.  The day school kids, they report, seem to be losing their Hebrew ability after fifth grade!   Interestingly, this deterioration of skill in not found elsewhere in the literature among students of other languages, nor is the Hebrew phenomenon explained in the report within any SLA framework.  So I offer these fundamental questions:

Could it be that after 5th grade, many Hebrew programs shift from a more experiential, conversational, compelling comprehensible input (CCI)-rich communicative model, to a high-stakes grammar and vocabulary-heavy memorize-and-test grind (unsupported by any SLA research)?

Could it be that after 5th grade, Hebrew is no longer used as the lingua franca of the classroom, but that upper level teachers talk (in English) about how Hebrew’s grammar and syntax, morphology and phonology work?  Such a focus on the surface of the language in lieu of language as a tool for communication is also unsupported by any of the best-practice research, and would come at the expense of CCI and its attendant student comfort and engagement.  As the amount of CCI, overall program interest and therefore quality decline, so do student outcomes.

Could it be that some programs abandon communicating in modern Hebrew altogether after 5th grade, instead shifting their limited instructional minutes to classical sacred texts – using mostly English?  This possibility would most certainly render the class less conducive to Hebrew language acquisition.

Recommendations:  Create and defend an early start-long sequence modern Hebrew language program, rich in CCI, that broadens students’ linguistic foundation from year to year.  Insure that the content is compelling by incorporating student interests and ideas.  Integrate lots more reading into the program from an early age, with literacy materials connected to and based on the acquired aural/oral language.  Reading compounds language gains, and can be leveraged for the study of sacred texts.  The handicap of a non-Romanized alphabet can be overcome if students are exposed to appropriate reading materials over the long haul.  Protect the time dedicated to modern Hebrew instruction; it is different from sacred text study, and should not be substituted at the beginner-to-intermediate levels. Educate faculty, parents and students about your new (department-wide!) approach.  Demonstrate CCI lessons at go-to-school-night, which is sure to create a buzz.  Parents will be more likely to support you if their children are happy and successfully learning, and they understand the framework and what you’re trying to accomplish.

Watch student enthusiasm take off and soar, alongside acquisition.  While face to face modern Hebrew communication will grow proportionately with the amount of quality CCI, it will not keep pace with the complex concepts, parables, allegories and commentaries contained in the Hebrew sacred texts.  Either these will have to be adapted for beginner to intermediate Hebrew learners’ needs, or their study will have to take place in English, or in combination of Hebrew and English, whichever arrangement best meets the linguistic needs of the students.  We cannot hope to teach beginners’ basic modern Hebrew for daily communication, and Talmud Torah as it appears in its original form, on the same day.  It’s like reading a high school social studies textbook to a kindergartner!  We must adapt our Hebrew texts to meet the needs of our learners, insure our students are engaged and comfortable – NOT STRESSED OUT or made to feel inadequate.  A high affective filter can be a major obstacle to language acquisition, so we must be vigilant that we aren’t freaking out our kids, or they will tune out and turn off.  And researchers will conclude that they are ‘losing their Hebrew language,’ when it’s really the program, itself, that has lost its way.

If it’s not clear by now, I am advocating for two (or more) entirely separate classes: modern Hebrew, and ‘Judaics’/sacred texts.  Let’s treat modern Hebrew like the secular subject it is – like Spanish or French – and inform our instruction with both the tenets of Second Language Acquisition research and the intuitive strategies that have been embraced by thousands of world language teachers over the past 20+ years.  Of course we’ll apply and enjoy the strong modern Hebrew literacy skills our students develop over in their classical Judaics/Talmud & Torah classroom, where they’ll also benefit from the linguistic knowledge they’ve gained in modern Hebrew class (general vocabulary, familiar verb forms, prefixes, transition words, etc.)  The sounds and meanings are already in their heads!  By starting with language for meaning – modern Ivrit –  we will build capacity for the more intellectual pursuit of classical text analysis by prioritizing and insuring the development of comprehension, literacy skills, interest and confidence.

Big Idea #2:  Listening comprehension and reading, the receptive/input skills, precede writing and speaking, the productive/output skills (Read this blog post).

Among other benefits, familiarity with this basic tenet of SLA research helps manage student, parent, teacher, administrator (and researcher) expectations. Students require copious amounts of CCI before they are able to produce the target language at the discourse level.  “A flood of input for a trickle of output,” according to linguistics Professor Wynn Wong.  And yet, according to the Avi Chai report researchers,
           “At a few, although not all, of the schools we visited, we observed classes in which students’ speaking proficiency was evidently poorer in the higher grades than in lower ones.  While elementary school students responded in Hebrew to their teachers’ promptings, and seemed able to express themselves quite fluently in Israeli-accented Hebrew, by the time they reached the higher grades students struggled to express themselves. They groped to find the vocabulary to convey their thoughts.  Even where the rule in class was to speak only in Hebrew, students would often opt to find the right phrase in English before reverting to Hebrew.” (p. 29)
Could it be that the elementary teacher-prompted responses required only a perfunctory one word or short answer, demonstrating the students’ listening comprehension, whereas the upper school request demanded Hebrew speaking above the students’ level of acquisition, and at the discourse level?  Is the latter task reasonable, and does it reflect understanding of the SLA research?  Rather than bemoaning their students’ low interpersonal Hebrew proficiency, teachers (and researchers) must instead learn how students acquire, appreciate the natural stages of language emergence (not forced output), discern what kind of production is typical for the amount of CCI they’ve received, and ascertain how to continuously engage students in a Hebrew language-rich atmosphere.  Expectations are lower in the lower school, but then, suddenly, at the higher levels, students are expected to make a developmental leap, even as the quantity and quality of language input is diminished.
Recommendations:  Teachers and researchers are encouraged to master the theoretical underpinnings of SLA as well as the pedagogy that aligns with it, to get a better grasp of appropriate expectations for language output.  Continued high quality CCI, the driver of language acquisition, is as important as ever in the upper grades.
Big Ideas #3 & #4:  When the classroom messages are compelling, listening and engagement are greater; By personalizing and customizing comprehensible messages through class-elicited scenes, stories and images, interest skyrockets, and we optimize the input.
It’s hard to tell from the Avi Chai report just how interesting (or not) the general content of modern Hebrew classes is (at the places they studied), though stakeholders’ complaints seem to suggest a general disinterest in Hebrew class particularly at the upper levels.  Either the content or the instruction (or both) are souring students’ attitude.
What can we do about it?
Recommendation:  We need to take a sober look at our content.  Many schools embrace a pre-fabricated all inclusive curriculum that blends modern Hebrew with Judaics and prayerbook Hebrew, killing many proverbial birds with a single stone.  But they are, regrettably, also killing student (and teacher) interest and engagement, because the set curriculum is…OK I’ll say it:  mind-numbingly boring.   Set curricula often ‘covers’ static and humorless topics about which the students are not interested or passionate; nor do many of the themes incorporate the highest frequency words for greatest linguistic coverage.
So how can we insure that all students will be interested and remain engaged in the banter of our daily classes?  By involving them in the creation of the content!  By including their hobbies and passions in class stories and conversations!  By surveying their interests, and intentionally inserting this personalized information into the ‘curriculum!’  By, once knowing our students well, finding stories, video clips, commercials, poetry and songs, etc. that appeal to our group!   Once we accept that modern Hebrew is separate from Judaics/sacred texts, we are free to converse on an endless array of fiction/real topics, so long as our messages are compelling and comprehensible, and contribute to an ever-widening linguistic foundation.  By starting with student interest rather than imposing a prefab or teacher-driven curriculum, we guarantee broader relevance and authenticity, we build a community where individuals feel known and recognized, and we engage in pleasant conversation, in which all students have a foothold.
We democratize the language classroom!
Whew.  Perhaps those are enough big ideas to chew on for one blog post.
The Avi Chai report sheds light on stakeholders’ negative attitudes about Hebrew instruction, informing the quagmire in which we find ourselves.  I contend (with no blame) that often vague and contradictory instructional goals, poor and/or spotty Hebrew language teacher training, limited support and quality materials, all uninformed by SLA research, have landed us in this predicament.
The good news is, we can address our dire situation immediately and to great effect.  If my own teaching experiment is any indication, stakeholders are all eager to learn a better way.  The light and humorous beginners’ Hebrew scenes and stories are a welcome respite from the drudgery of grammar paradigms and vocabulary lists, nonsense words both spoken and copied into מחברות (notebooks).  Teachers, students and parents all report renewed enthusiasm for Comprehensible Hebrew, and kids look forward to class.
Recommendations:  Let’s re-think what we’re doing – but through the lens of Second Language Acquisition research.  Acquiring language isn’t like learning chemistry or social studies.  It’s an unconscious process.  It’s driven by compelling, comprehensible input.  Let’s rebuild our community’s confidence in Hebrew instruction as a worthwhile endeavor by demonstrating success after success.  What constitutes that success?  Our students will have a joyful experience in effective Hebrew classes; they will feel capable and successful at acquiring, comprehending and utilizing Hebrew, and they will embrace it as their own.

Survival! For the Comprehensible Hebrew Classroom

As we careen toward פסח and then to the end of another Hebrew school year, I’ve transitioned from my role as teacher trainer and lesson modeler, to coach and mentor.  I enjoy observing and providing positive feedback to my colleagues as they experiment with their newly adopted teaching with comprehensible input (T/CI) strategies, and I continue to learn so much about how to support both our students’ Hebrew acquisition, and our teachers’ acquisition of the T/CI skills!

My coach/mentor comments after I observe a lesson focus on:

  1.  What the teacher did to help her students feel welcome and comfortable (to keep the affective filter low, and optimize the environment for acquisition);
  2.  How she made the Hebrew comprehensible, contextualized and compelling for her students.

One pattern I have found across observations is the need for a compilation of Survival Hebrew for the CI Classroom.  We need to have Hebrew go-to phrases for general classroom management; materials distribution and collection; director’s cues for student actor dramatization, and more.  Of course every time we try something new requiring instructions, we can make the Hebrew utterance comprehensible by establishing meaning (writing the Hebrew and it’s English counterpart clearly on the board, followed by gesturing and other extra-linguistic supports).  Of key importance is maintaining the flow of input in Hebrew without constant English intrusion or code-switching (i.e., alternating between languages in the context of a single conversation).

Incorporate the specific required ‘teacher talk’ only as the need arises.  If, for example, you don’t use the dry erase boards, markers and erasers for the first say, 3 weeks of school, concentrating instead on flooding students with aural input, then when you do decide to bust out the materials, think through both the distribution/collection protocol (so that it’s efficient and repeatable) and the Hebrew you will use to operationalize the task.  There are the names of the materials to consider, and also such imperatives as:  Take, pass, put, give, open/close (the door/marker); draw, show, write, and erase, just to name a few!  Practicing a subset of these commands in advance, a la Total Physical Response (TPR), is both a fun way to manipulate the materials as well as an effective form of comprehensible input.  This year, I had my Hebrew students practice manipulating the materials according to my instructions for a few short minutes, every time we used them.  (For a discussion on TPR, see this blogpost.)  Many successful CI teachers have very particular protocols for materials management, allowing them to minimize interruptions & English usage, while maximizing target language input and enjoying a concrete demonstration of student comprehension.

Here’s an example of using target language to manage materials distribution.  Notice how I choose a simple way to express my wish, and then repeat the heck out of it, using individual students’ names, while they manipulate the materials.  It feels kind of like kindergarten, only for our students, it’s more novel and challenging in a new language!  I designate some passers (often people sitting at the end of the row) to distribute a row’s worth of boards, pens, or erasers to their neighbor, who then passes across the row.  Materials are also collected row-at-a-time in this fashion.  So to practice, I might say,

“Chaim, you give 5 boards/pens/erasers to Shira.

Shira, you take one board/pen/eraser and please give the boards/pens/erasers to Yoni.

Yoni, please take one board/pen/eraser and give the boards/pens/erasers to Ronit,” etc.

Hopefully, you can see how such narration and repetition during this ‘training’ phase also provides tons of contextualized comprehensible input!  To spice it up, some teachers practice this (narrated or not!) distribution routine with a timer, and repeatedly try to beat their class’ best time.

I’ve added my Classroom Management and Survival Hebrew to the bottom of my Hebrew Corpus.  It’s a go-to list for some of the survival Hebrew that might arise in your T/CI classroom.  I invite you to respond to this post with suggestions for additional entries, as the list will be periodically updated.  Please note that not all the classroom directions need be expressed in the ציווי or imperative tense.  We can also express commands using the Hebrew infinitive, and in the indicative, as in, “Now you (the students) are drawing a giraffe.”  We can sometimes change the ‘person’ when speaking to an individual (male or female) or the group, so long as we establish meaning, without grammar explanations, unless specifically asked (grammar explanation requests are rare among young learners).  There are no rules about this, except that we don’t interrupt the flow of Hebrew by naming or explaining (in English) which tense/person we are using and why, or how the tenses/persons are formed, or how they compare to one another.  We’re just going to say it; establish meaning (translate the Hebrew utterance by writing underneath in English); and when possible, add a gesture and/or use a prop to help support understanding.  And don’t forget, for our novice learners we can choose to substitute an oral instruction for an extra-linguistic prompt, as in gestures & facial expressions, which can be combined with props, pictures and sketches.

It’s my hope that having a handy list of common classroom management expressions to be introduced and used as needed will help keep our Hebrew comprehensible input train chugging happily along the rails!

#PRIZMAH17 Chicago Conference

I just got back from attending the Prizmah, 2017 Jewish Day School Conference which, lucky for me, is in Chicago this year.  I only heard about it a few weeks ago, so it was too late to pitch a proposal to be a presenter.  (Maybe next time?)  Instead I attended a most intriguing session:

As far as I could tell, this was the only session (among hundreds) that focused on Modern Hebrew instruction, and many respected speakers participated on the panel.  My goal was to get a read on current thinking in the field, in part, because I am obsessed with the topic, but also to gauge how ‘ready’ the day school community seems for the primacy of Comprehensible Input message.

The session was fantastic and did not disappoint.  Thanks to the wonderful panel of Hebrew leaders.

Here are some of my takeaways:

+Our pre-k-12 Jewish learning institutions, no matter how religious or what their modern Hebrew programming looks like – immersion, foreign language, content-related, lots of or limited instructional minutes – are all struggling to improve the quality and effectiveness of their modern Hebrew programs.  They are fully aware that their stakeholders (students, parents, teachers) aren’t satisfied, and that their Hebrew outcomes are generally…underwhelming.  (I wasn’t sure everyone knew, but they do.  This is very good news, indeed!)

+Our institutions are talking about embracing proficiency-oriented programming for communication.  THIS IS HUGE!   When I was a student, it was rare to question any, let alone the Audio-lingual (grammar drills) or translation teaching methods.  Now, though, our leaders realize that face to face communication does not arise from ‘slice ‘n dice’ methods that chop the language up and explain how the parts work.  Day schools want a vibrant Hebrew culture where the language is a tool for everyday communication – in the library and cafeteria, as well as the Hebrew classroom.

+Our day school leaders realize we need to create a cadre of knowledgeable teacher leaders for ongoing improvement and sustainability.  They believe in quality professional development and common experiences for our teachers.  They realize that a native Hebrew speaker does not an expert in teaching strategies make.  THIS IS GIGANTIC.

+Our day schools are willing to experiment in their buildings, tweaking the program delivery model, scheduling, offerings, team-teaching, coaching/mentoring, teacher meetings and collaboration time, peer observations, curriculum, etc.  They are finding creative ways to re-brand their programs to increase visibility, information, and positive press among the community of parents and students.  And importantly, many are willing to shine a flashlight on their existing program and perform a self audit (by an outside/objective observer) to ascertain weaknesses and opportunities for improvement.  Many are undergoing massive revision-ing.

+Many schools are finding ways to extend modern Hebrew beyond the classroom and throughout the schoolhouse by hosting Hebrew language sports classes (Krav Maga); using Hebrew in the lunchroom, and integrating Hebrew across the curriculum by singing Hebrew songs in Music class; employing Hebrew in Art, etc.

+Hebrew is gaining legitimacy by affiliation with the national parent organization, ACTFL (The American Council of Teachers of Foreign Languages).  Many Jewish schools are looking to the ACTFL proficiency guidelines to set standards.  Hopefully soon there will be a Hebrew Special Interest Group (SIG) within ACTFL, as well as a National Association of Hebrew Teachers, providing more support and resources for Hebrew teachers nation-wide.

+Delet l’Ivrit through Hebrew Union College has a new university program to train Hebrew teachers with their best practices pedagogy.

And the list of innovations goes on!

HOWEVER, I do see some challenges, though I have no doubt we will clear them.

Challenges and caveats:

-Many of the day schools talk about data-driven decision making, the new ABCs of education in a post NCLB world.  But language is different than math and science, in that it is NOT CONCEPTUAL.  There are no formulas or causalities to be learned; on the contrary, language acquisition is unconscious (SD Krashen), and the key ingredient driving acquisition is comprehensible input (CI).  No one knows exactly how much input it takes until a student starts speaking (and there are many variables), but we in the field say, as a rule,  “A flood of input for a trickle of output” (Wynn Wong).  So output-based (speaking, writing) assessments for beginners are inappropriate, because these novices are still building a linguistic foundation.  Would you proctor a speaking test on a 14-month-old?  Assessments of comprehension are formative and ongoing by the well-trained T/CI instructor.  Evaluators can see in class if students demonstrate comprehension of the input; parents can see it in a video of class.  Later, once the students have built a broader linguistic base and have the literacy skills necessary, students can write and even speak more in Hebrew.  According to the research, though, practicing speaking through memorized dialogues and cloze (fill in the blank) activities is not real communication, and does not beget real communication.  (See this article on Principles for Language Teachers from my SLA comrade in arms, Chris Stolz).

-Related to assessment, above:  We must be skeptical of written level-placement tests based on discreet vocabulary items and/or speaking/writing output, especially for the novice to intermediate proficiency levels.  In fact, many placements tests, for admission to Hebrew camps, day schools, ulpanim (intensive Hebrew study programs), university and other programs, are outdated and do not align with SLA research.  Check out this study packet for Chalutzim, a 7-week Hebrew immersion camp experience that my son attended.  While he had a fantastic summer, the entrance test likely created obstacles and anxiety for many potential campers.  It sends the message, ‘If you don’t know or memorize this random list of low frequency words, you aren’t a good fit.’  Is that the pronouncement we want to convey to our 15-year-olds?  The study packet asks students to (be prepared to) memorize semantic sets (i.e. – a list of colors, nature words, numbers), but this is not how the brain acquires (Robert Waring); and potential campers are invited to study verb endings for tense formation, but this practice constitutes a focus on form, which is linguistics, not language acquisition.  Many of the language instructional practices once at Chalutzim also lack research-based alignment, and the program as a whole (and others like it) would greatly benefit from an audit and overhaul, to optimize Hebrew acquisition, its stated goal.

-Teachers and administrators must know how humans acquire language (SLA research) in order to establish and monitor an acquisition-conducive program, (as stated in my manifesto, here.)  Otherwise, we’ll be chasing our tails, trying new curricula and materials, substituting one expensive, misguided and ineffective program for another.  Our teaching strategies must align with the research.  We know that humans need comprehensible input to acquire, and that by making the input compelling, the likelihood for attending to messages is greater, optimizing our time and effort.  (Read about SLA here.)

-Many well-intentioned teachers and programs insist that their novice level youngsters speak/respond only in Hebrew, say in the cafeteria or in other school common spaces.  We call this practice, “forced output,” and it flies in the face of what we know about acquisition and the affective filter.  If a student is forced to speak in Hebrew before s/he is ready, (before the utterance comes unprompted, confidently and without hesitation), then we run the risk of raising the student’s affective filter, making him nervous/self-conscious and less likely to willingly speak the next time around.  WE MUST BE PATIENT UNTIL THE LANGUAGE FALLS FROM THEIR MOUTHS, giving students ample invitation and opportunity to speak in more supported and natural ways.  This point cannot be overstated.  Often teachers and schools feel pressure to prove that their Hebrew classes are effective, by showing what the kids can say/do with the language (“using complete sentences!”)  Instead, we must re-educate our whole community on the importance of investing our time and energies in CI, and showing how it works by:  1.  Demonstrating T/CI on parents; 2.  Inviting them to observe Hebrew class: 3.  videotaping our classes so that observers can appreciate just how much Hebrew our kids are hearing, attending to, and comprehending.  There is no research that I know of supporting forced output (“You may only speak Hebrew in gym class”) or language practice, (as in, “Repeat after me:”) as a pathway to proficiency – for beginners.  On the contrary, Comprehensible Input provides the fertile soil from which speaking and writing (output skills) grow.

-Many schools assume that teacher-made thematic units are the way to go, and map their curriculum accordingly.  But we know that young students (and most people, no?)  like to talk about one thing more than any other – themselves!  Therefore, setting a curriculum focused on exploiting the highest frequency words (& verb-containing chunks), while incorporating students’ interests and ideas through story-asking, is a fun, lively, engaging and creative way to customize classes for the group in front of you!  Using hi-frequency verb-chunks to talk about “my house” or “my morning routine” is flat and boring, while collaborative, creative and personalized stories bring light and laughter into a discipline in which the brain is already working hard!  We can decide upon a corps of foundational verbs we want to use, and recycle & add more each year to articulate a curriculum up through the grades, realizing full well that we may deviate while following student interest.  The key to good language instruction is sustaining engagement and attention to the comprehensible message, while using Hebrew all the while.

Clearly I could go on, but I’ll stop here, to bask in the knowledge that great and positive changes are within reach for Hebrew teaching and learning (acquisition)!   Change takes courage, and the Prizmah session was filled with courageous Hebrew leaders.  I believe we are ready to transform Hebrew instruction, and improve the experience and Hebrew language outcomes for our students!

I wish to be part of the wave that’s coming.  If I can help you or your institution realize your dream and re-imagine your Hebrew offering, please reach out! and we’ll set up a training for administrators, teachers, parents and/or students.

I’d love to hear your comments on the Prizmah session, and/or the future of Modern Hebrew instruction.

Let’s make it happen!

I’M ALL IN.

Shoring up Our Modern Hebrew Programs (Part 2)

You can read Part 1, “Why We Need To Legitimize Modern Hebrew,” here.

Since Hebrew programs offered in seven area public high schools are experiencing a crisis of enrollment and qualified/certified Hebrew teachers, the community response, with its best intentions, has been to advocate for saving their programs at school board meetings.

The more I explore, though, the clearer it becomes that Hebrew teacher and student shortages are a symptom of a bigger dilemma that no amount of clamoring will resolve.  If we’re able to save a high school Hebrew program from the chopping block for one more year, this temporary solution will only delay the next crisis, and the program will soon end up at-risk again.  Why are we having these Hebrew program stability issues?

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THE CRITIQUE:    Because from what I’ve seen and heard so far, the quality & consistency of these high school Hebrew offerings varies widely.  And these variations aren’t unique to public high school Hebrew programs; they are, unfortunately, ubiquitous.

Some high school programs relegate the fundamental input job to a Hebrew online computer course.  Some rely on a dry, grammar-heavy & outmoded text book.  Some are so stretched and strained that they don’t allow a teaching setup that meets the needs of individual students and levels; still others focus on Israeli culture and Jewish identity (delivered in English), punting on their stated goal: Hebrew language proficiency.  Many teachers dedicate their precious instructional minutes to teaching Hebrew linguistics – grammatical and syntactical features of the language, with a heavy emphasis on accuracy over meaning – at the expense of copious Hebrew input to build acquisition for real communication.  Most don’t scaffold the language enough for the novice to comprehend messages, or map meaning of individual words.  The strongest tool in the Second Language Acquisition box, READING, isn’t leveraged effectively.  No Hebrew curriculum that I know of focuses on students acquiring a corpus of the highest frequency words, to afford greatest coverage.  This last strategy eluded me for the first two decades of my Spanish teaching career 😳 !

THE PROPOSED SOLUTION:  With the kind of material and community support we have at our disposal, we can, no doubt! shore up our Hebrew offerings.  Not just the public high school programs, but all our programs.  We want the highest quality early start – long sequence learning (acquiring), so let’s start thinking about coordinating the entire progression.  Let’s create pre-K to 8th grade programs so effective and enjoyable that a considerable number of students will elect to continue taking Modern Hebrew in high school, and beyond!  It’s not too great or too difficult a goal to fathom or accomplish.  It will take energy and will, but, speaking from my experience, it’s definitely doable! 

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Here’s my first draft Road Map to Improving Modern Hebrew Instruction:

A.  TRAIN/RE-TRAIN TEACHERS:

I was a veteran Spanish language teacher for nearly 20 years before I retooled my teaching with Comprehensible Input (T/CI).  I attended workshops, got support from my administration and department colleagues (we all retrained together), and tinkered in my classroom.  I read, watched demonstration videos, went to conferences, was coached by master teachers, and participated in two Professional Learning Communities (PLCs).  I also visited CI-based classrooms for the best training of all – live observation and debriefing with the teacher.  All these teacher-to-teacher experiences knit me into a network of inspired and inspiring colleagues, from whom I continue to learn.

I propose an 8-10 hour (total) beginners’ workshop (3-5 hours per day?) with sessions in Rationale (Second Language Acquisition) and Comprehensible Input strategies, coached skills practice, and resource assessment & development, for all stakeholders – teachers, administrators, Hebrew camp counselors & directors, etc.  Such groundwork will get us ‘all on the same page,’ ready to dive into CI strategies in our classrooms/learning environments.  (Read about the 8-hour Hebrew teacher training I led this summer.)

I hope to organize and lead broader Hebrew trainings this academic year, aimed at any Hebrew language teachers/levels and attended by all aforementioned stakeholders, as the basic principles (for absolute beginners through intermediate level students of any age) are the same.  It would be wonderful to bring different area institutions together to host a regional training, thereby building teacher and administrator networks!

Once we are all enlightened on how the brain acquires language, and we can discern which strategies we need to dump, keep or add, we’ll be ready to…

B.  ORGANIZE FOR ONGOING SUPPORT:

This step is part & parcel to training, and helps insure shared vision, consistency, and a common language experience for our students, as well as resources & materials for teachers.   As we train, we group Hebrew teachers by the grade/level they teach, to build networks of colleagues across the area/country/world:
screen-shot-2016-11-24-at-8-57-47-am*Elementary Pre-K to 2nd grade &  3rd to 5th grade sub-groups

*Middle school to junior high, 6th-8th grade

*High school & adult learners

(We can combine above groupings for many aspects of training.)

Next we form and/or participate in online users’ groups (i.e., moreTPRS Yahoo! group, Facebook ifltntprsciteaching, shared Google docs, more blogs and such,) so that teachers can support each other, sharing documents, questions and reflections in user-friendly, archive-able and searchable platforms.  A YouTube channel of Hebrew teacher demonstration videos could be a tremendous resource!  I’m happy to start building a repository on my blog, but let’s hope we bust out and need a different ‘file cabinet,’ because my blog can’t handle the volume!

Broad, effective, ongoing training, plus support and mentorship, will set us on the path toward reclaiming real Hebrew proficiency-oriented classrooms.  My (day-job) grades 1-8 World Language department was able to completely shift our teaching, and re-invigorate our classrooms, in a matter of months!  Most of us felt the earth move, as our students leaned in, and our administrators/evaluators basked in the positive feedback streaming in from their parents.  Best of all, with such enjoyable strategies as collaborative story-asking, dramatization, and drawing, our teachers were eager to improve our CI delivery skills, experiment with different formats, and mine students’ ideas and preferences while building scenes and stories together.  Now, work is more fun for all of us, and we email and text each other regularly, sharing funny incidents and ideas from our classroom story-spinning. (After the Big Cubs Win, my students seeded the idea, and we collaborated on a Spanish re-telling of the ‘Three Bears,’ called, ‘The 3 Chicago Cubs,’ aka, ‘Los Tres Cachorros de Chicago.’)

Ongoing support also means regularly sending our teachers to training (meetings, workshops, conferences) for sessions in additional CI strategies, networking and coaching.  Our field is dynamic and exciting!  Some sessions may focus on integrating video or electronic text activities (i.e., Textivate), others on incorporating authentic literature, art and music; still others may focus on working with pre- and emergent literacy learners.

 C.  RECRUIT HEBREW-SPEAKING TEACHERS:
Since this is a grass-roots teacher movement, it’s highly unlikely that Hebrew candidates would be trained in T/CI strategies, as university prep programs aren’t teaching them yet!  (See this open letter to university World Language departments from SLA expert Dr. Bill VanPatten, pleading for upper level language instructors who are well-versed in Second Language Acquisition Theory).
But as long as teachers have an open mind and are willing to learn,  יאללה!! (Let’s go!)
 We MUST assertively recruit Hebrew teachers (including from universities) and train them in CI strategies, as well as retrain current teachers, who will, if they’re anything like the thousands of other WL teachers I meet at regional and (inter)national conferences every year, feel energized, and, finally, effective and successful in their Hebrew classrooms.  This first cohort of Hebrew T/CI teachers will enthusiastically spread the word to potential Hebrew colleagues.  This is precisely what happened in my department.  We continue to mentor, model lessons, and host observers – both newbies and veterans –  willing and wanting to shift their instructional strategies and improve their students’ proficiency.
This recommendation addresses the effectiveness of appropriately trained Hebrew teachers, but not the hardship in finding and hiring qualified, credentialed candidates.  One obstacle to hiring qualified Hebrew teachers is the difficulty in passing English language exams for native Hebrew candidates.  Clearly we must also recruit native English speakers and bilingual Hebrew candidates, and not only Hebrew dominant teachers, in order to expand the Hebrew teacher corps.
D.  INCREASE THE NUMBER OF HIGH SCHOOL HEBREW STUDENTS:
 To address the irregular flow of students into the high school Hebrew pipeline, we need to create an expectation in the Hebrew supplementary school, by:
*Exploiting & creating opportunities, beginning in the early years, to promote our public high school Hebrew programs.  To do this we must integrate a powerful and consistent message early on, and, of course, have a great program worthy of endorsing, to kids and parents alike;
*Ensuring parents hear our well-planned high school Hebrew presentations; inviting current high school Hebrew student testimonials for 8th graders, when it’s most critical – before January of 8th grade, when kids elect their high school language;
*Preparing our supplementary school students for high school Hebrew 2.  We do this through excellent & optimized programming and instruction from Pre-K to 8th, and coordination with the high school, for a smooth transition.  Entering at Hebrew level 2 insures that Hebrew doesn’t feel inferior to the Spanish/French option.
There you have it:  My first draft Road Map to Improving Modern Hebrew Instruction.
The single, most powerful step to improving the quality, reputation and outcomes of our Hebrew programs is teacher (re-) training.
If you are interested in reimagining your Hebrew offering and starting down the path toward Hebrew proficiency for your students, please contact me and let’s plan a training in your area!

An Open Invitation

screen-shot-2016-11-17-at-11-47-16-amI sent this letter of invitation below, explaining my Hebrew educational reform project to family, friends, acquaintances, teachers, administrators, and organizations.  If you know anyone interested in improving the Hebrew learning (acquiring) experience and outcomes for students of all ages, please read and forward this letter!

I hope to get more teachers and decision-makers to explore and subscribe to my blog, become familiar with the tenets of Second Language Acquisition theory, read about Teaching with Comprehensible Input, engage in enlightening conversations, and seek (re-)training for our Hebrew teachers.  Once I have a group of interested ‘stake-holders,’ I’d love to organize a conference and/or workshops to present and train, like I did at my temple this summer.  For more on my temple training, start reading here.

I also plan to submit proposals to present at Jewish educator conferences, and, if accepted, seek sponsorship to attend and share my work.  I am aware of the NewCAJE conference in San Francisco in August – please email me with information on other relevant conferences!screen-shot-2016-11-15-at-10-38-46-amHere’s the letter to circulate, and thanks in advance for helping get the word out on improving Hebrew instruction:

October, 2016

Dear Friends,

This summer, I embarked on a new project that I want to share with you.  In a nutshell, I am reimagining Modern Hebrew language instruction.  I believe my vision is timely, and doable with community support.

With the goal of improving our kids’ Hebrew learning experience, I received a grant through the Community Foundation for Jewish Education (CFJE), which allowed me to start training Hebrew teachers in teaching with comprehensible input (T/CI).  Comprehensible Input (CI) refers to brain-friendly language instruction that is understandable to the learner, and focuses on meaning and interest.  Aimed at beginning-through-intermediate-level students, classes are conducted almost exclusively in conversational Hebrew.  T/CI is engaging, fun and effective, employing collaborative ‘story spinning,’ improvisation and acting, and exploits Hebrew’s most practical, high- frequency words.  

I’ve started a blog to share my instructional resources and reflections at cmovan.edublogs.org.     I invite you to follow and join the conversation by posting responses and questions!   Also, please forward this letter to as many friends, acquaintances and contacts you may know who are involved or interested in Hebrew instruction, whether they are affiliated with temple-based supplementary school, day school, ulpan, university or adult conversational classes. This list may include rabbis, classroom teachers, educational directors, administrators and students, etc.   

I hope to foster enlightening discussions around Modern Hebrew language instruction, through this platform, wherever my readers reside, and whatever native language they speak.

In the few short weeks I’ve been teaching Hebrew classes to 3rd through 7thgraders at my temple, the response has been overwhelmingly positive from kids, parents, teachers and the community.  I’ll continue to model teacher lessons, until our faculty feels sufficiently confident to take over.  I will also coach and mentor our faculty throughout the year.

I hope to train additional groups of Hebrew teachers who are interested in learning to teach with comprehensible input in the coming months, hopefully in a workshop or conference setting.

Thanks in advance for your support in helping me spread the word, and feel free to contact me directly at this special email address:  cmovanhebrew@gmail.com.

 

Sincerely,

Alisa Shapiro-Rosenberg

Comprehensible Hebrew, כמובן

cmovan.edublogs.org

cmovanhebrew@gmail.com

Why We Need to Legitimize Modern Hebrew (Part 1)

We need to legitimize Modern Hebrew and then advocate the heck out of teaching it, the sooner the better.

Maybe this should have been my very first ‘cornerstone’ blogpost, but as a Jew, Hebrew speaker and lover of language, I needed no convincing of the value of improving and supporting Hebrew instruction.

screen-shot-2016-11-10-at-12-35-53-amPlus, I really wasn’t aware of the turmoil swirling around the Hebrew programs in my own back yard!

There are urgent issues particular to Modern Hebrew in the Diaspora that are worthy of our attention.  One such challenge regarding Hebrew’s legitimacy is, does it qualify as a World Language?

This is an important question as it establishes a raisons d’être for Modern Hebrew instruction in and beyond the supplementary (synagogue-based) or Jewish day-school setting, for example, in public high school World Language Departments.  (Where I live, several public high schools offer Modern Hebrew; my son is a student in one of them.)

I first heard this concern about Hebrew’s legitimacy as a World Language (like Spanish, French or Mandarin), from a dear friend and champion of my recent foray into Hebrew instructional reform.  Her beef is that Modern Hebrew is the national language of only one small country, Israel.  Furthermore, she argues, you don’t really need Hebrew there, as so many Israelis are fluent in English.  International diplomacy and business could survive without it, she claims; not so with the other more widely-spoken languages.screen-shot-2016-11-09-at-10-07-34-pm

Well, here’s my take.  Yes, Modern Hebrew most definitely is a World Language, though technically it’s only the national language of Israel.  (See:  ACTFL position on ‘What Is A World Language?’)  It’s a special case, though, since it’s widely studied and spoken by (mostly) Jews in the Diaspora, plus the many Israelis who travel and live across the four corners of the earth.  Professor Wikipedia claims there are over 9 million Hebrew speakers worldwide, with over 5 million residing in Israel.    Modern Hebrew lives in rich, robust, and widely appreciated literature, song, poetry, film, and journalism.  Perhaps interest in it and devotion to it propel Hebrew to World Language status, despite it’s limited geographical imperative.  The opposite is also true; if interest in and devotion to Hebrew flags, so will its status in the minds of potential teachers and their students.  We’ve observed this inverse corollary on Chicago’s North Shore over the past few years, as several of the public high school Hebrew programs face cuts due to a dearth of certified Hebrew teachers, and insufficient numbers of interested Hebrew students.

screen-shot-2016-11-10-at-12-12-34-amLamentably, it looks as though Evanston Township High School, the first public high school in the area to offer Hebrew, may phase out its almost 50-year-old Hebrew program at the end of this academic year.  (Read article here.)

The reasons for the decline of its pioneer program and others are numerous, including, for teachers:

*Onerous English language exams for teacher certification are discouraging to potential native-Hebrew candidates;

*Hebrew teaching positions are often part-time (no benefits) and/or require travel between schools due to low enrollment, making the positions less appealing;

*Hebrew teachers are singletons in their buildings or districts, with no opportunity for collegial support or collaboration;

*Since they don’t yet exist, teachers can’t rely on Hebrew-specific teaching standards, proficiency guidelines, and articulated curricula (from level to level) to guide and buttress their program. (Existing curricula/textbooks don’t reflect SLA research, are uninspired and unappealing;)

screen-shot-2016-11-13-at-8-30-08-amscreen-shot-2016-11-13-at-8-30-34-am*Since they don’t yet exist, teachers can’t rely on Hebrew-specific teaching support networks,  for coordination of Hebrew pedagogy and instruction;

*Since they don’t yet exist, teachers can’t rely on Hebrew-specific or (to the best of my knowledge) electronic resources such as listservs (like the moreTPRS yahoo users’ group, or, say, a Hebrew teachers’ Facebook group), blogs, PLCs, or teacher demonstration videos (See my exemplar here!)  Mine is the only Hebrew-as-a-foreign-language teachers’ resource blog I know of so far.

*Teachers receive inadequate (or NO) training in Second Language Acquisition theory and have few, if any, professional development opportunities (workshops, conferences, peer observations, etc.) to network and learn Hebrew best-practice instructional strategies.

* Teacher preparation for Hebrew instruction at the university level is outmoded/substandard;

*Teachers are discouraged by unremarkable student outcomes and near flat progress, after an inordinate amount of time and energy invested.

Sounds dismal, I know, but read on and don’t be dismayed.

For students, here are some of the high school Hebrew hurdles:screen-shot-2016-11-09-at-10-31-56-pm

*Most junior high school students (here and in many suburban districts) have already taken two years of World Language (often Spanish or French) by the time they enter high school, enabling incoming freshman to place into level 2 language classes.  It’s hard to pass up this accelerated status, and parents often encourage their kids to ‘continue with what you’ve already started,’ rather than switch to Hebrew;

*It takes devotion to Hebrew, the willingness to step down a level, as well as to step away from your peers, to elect Hebrew 1 as a freshman (Hebrew 2 in some cases, depending on supplementary Hebrew school programming or receiving teacher’s differing expectations);

*Many students perceive Hebrew as more difficult than, say, Spanish or French, because of its non-Romanized alphabet.  This lowers their expectations for progress and proficiency;
*Many students are advised and/or believe that the more widely spoken languages (i.e., Spanish, French, Mandarin) are more practical for the job market.

*Students’ prior experience with Hebrew is tedious, boring and unproductive;

*Students are discouraged by their unremarkable outcomes and near flat progress, after an inordinate amount of time and energy invested.
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So what can we do to staunch the flow of at-risk high school Hebrew programs and reinvigorate ALL our programs?  I don’t believe that merely reminding 8th graders of their high school Hebrew option, or inviting them on an unforgettable Israel trip are the answer, though both of these measures may help our cause.  Instead, I believe,

THERE’S NO SUBSTITUTE FOR EXCELLENT INSTRUCTION.

Exceptional, pedagogically sound, engaging, early start-long sequence Hebrew language programs delivered by highly trained, competent, passionate and networked teachers will save the day.  

How will this seemingly simplistic approach address the many and diverse challenges delineated above?   Let me count the ways!  (And yes, ‘How to go about it’ will be the subject of my next loooong blog post!)

With a little bit of soul searching and earnest examination of the lessons learned so far, we can drastically improve our Hebrew offerings and outcomes, thereby boosting the appeal of teaching and learning (acquiring) Modern Hebrew, for teachers and students alike.

GREAT TEACHING INSPIRES GREAT LEARNING…

INSPIRES GREAT TEACHING.

Imagine a pre-K through 7th/8th grade supplementary Hebrew program of such caliber that our kids could readily place into Hebrew 2 (or beyond?!?) in 9th grade, as in the case of French & Spanish….Once we address these considerable challenges by creating coordinated, effective, well documented and ENJOYABLE programs, we’ll undoubtedly have the interested and engaged Hebrew students and an enthusiastic network of teachers to fill them.  It will constitute another Hebrew revival to make Eliezer Ben-Yehuda, the father of Modern Hebrew, proud, if only we follow his advice:

“We have to unshackle the feet of Hebrew speakers…. If not, our language will never have a complete life.”

If we build it, will you come?

I’m pleased to announce the following professional development opportunity in Chicago with Second Language Acquisition theory expert and author, Dr. Stephen Krashen, on Friday, September 23, 2016.  The logistics, description and registration info are on this Wolcott Krashen Flyer.  Not only will you learn the fundamentals of SLA, but you’ll also refine your understanding of the goals of language instruction and how to reach them.  As a special feature, workshop attendees will attend a demonstration lesson in Mandarin with a master Comprehensible Input teacher in order to experience the powerful strategies first hand.

Plus, you can get professional and/or continuing ed credit!  Space is limited, so please register NOW!  It’s a unique opportunity to hear it from Dr. Krashen, THE GUY WHO DEVELOPED THE FIRST COMPREHENSIVE THEORY OF LANGUAGE ACQUISITION!!!  If that’s not exciting enough, the following day, Saturday, September 24, Dr. Krashen will keynote at the inaugural Comprehensible Midwest Conference, 2016 in nearby Milwaukee, Wisconsin. screen-shot-2016-10-10-at-10-53-48-pm(See flyer)
This full-day conference provides concurrent workshops on topics relevant for Teaching with Comprehensible Input, and also offers a professional credit option.

If you want/need a ride to either venue, please email me at cmovanhebrew@gmail.com.  I hope to see you there!

Our First Hebrew T/CI Training: Day 4

screen-shot-2016-09-14-at-1-14-58-pmOn Day 4 (our final session) we tried to nail down some logistics, though since we’re rolling out an entirely new program, we will have to tweak it as we go.  Some of our challenges are good ones – space is tight, classrooms are full, and we don’t have any spare rooms to dedicate to Hebrew instruction.  We’ve already got a workaround as our awesome cantor and 6th grade teacher, Marla, has offered up her (largest) classroom as the dedicated Hebrew room and she will teach in a smaller classroom.  Marla says she’s so excited about this new direction for Hebrew instruction that she’s willing to do whatever it takes to make it work!!

Here are some other adjustments we’re making to accommodate the new Hebrew program – though nothing is set in stone.

  1.  I will teach/model Modern Hebrew lessons on Wednesday afternoons and Sunday mornings until…I don’t need to anymore, because the classroom teachers are confident & solid in their T/CI skills.  At that point, I will coach and mentor!   We will divide the 5 grades (3rd, 4th, 5th, 6th, 7th) into 2 large sub-groups.  I will teach the 3rd-4ths together, and then the 5th through 7ths.*  Each combined group will get around 30 minutes of story spinning/oral language, followed by another 20-30 minutes of literacy extension.  As more scheduling details are available, I will post them to the blog.
  2. Teachers will teach liturgical Hebrew (prayers, etc.) and holidays, etc. when their students are not with me.
  3. While it’s scary to start without any text/book in hand, I’ll model how we gather information about the kids’ and class’ interests, hobbies & lives, and start to weave this info into our story spinning and later, into reading & writing.   I may do the same story/structures with both groups, scaling it up or down as necessary.
  4. Reading/literacy will start slowly.  Some teachers are concerned that their students really don’t know how to read/decode Hebrew letters/words well yet, especially in grades 3/4.  Not to worry!  Students will get several hours of aural input before being invited to read extended texts.
  5. We will video-record each class and with parent permission, post these class videos to my blog for teacher reference/training and for absent students.  I hope to write & post reflections about (some of) the recorded classes.
  6. We (teachers & Lori, our education director) will have regular feedback & planning meetings (monthly?) after class, to be determined.

I then walked the teachers through this blog so that they could independently refer back to my core documents and our 8 hours of learning together.

Finally, to reflect on the training experience, the teachers responded to these questions:

“What strikes you about these learning strategies, and how do you think your students will respond?”

Here are some of the teacher comments:

“I’m so glad the focus will be on high-frequency (HF) words.  The textbooks don’t really focus on them, and they’re [textbooks] really all over the place with the language.”

“I can see this as being very engaging and enjoyable for the kids.”

“I like that we’re connecting the oral sounds to physical movement with TPR (Total Physical Response).  The repetition of the hi-frequency verbs will embed meaning into their brains.”

“I’m very excited about this.  In the past we went very fast and we tried to do too much!  Now we’re going to take a step back and really make sure we’re doing it in repetitive chunks and make sure everyone understands what they hear and read.  This will really improve the reading quickly!”

“This approach will help them tie everything they’ve learned together…they’ll finally be able to understand it.”

“I can see how it’ll work well with the 4th graders, but I’m interested to see it with the 7th graders because they’re notoriously jaded!”screen-shot-2016-10-10-at-10-48-12-pm

“I feel very energized.  This is going to be a lot of fun to teach!  I feel like a lot of these practices are intuitive and I feel like I’ve tried some of them over the past few years, but I’m excited to watch and learn this fall so that I can get more comfortable with it.”

Well.  My first Hebrew Through Comprehensible Input training is behind me, and the challenges and thrills of teaching Hebrew lie ahead.  Opening Day is Wednesday, September 7.  Stay tuned!

*I’m teaching 3 groups:  3-4; 5th; and 6-7th.  The original 5th-7th group had over 50 kids – too big.