Literacy and Second Language Intervention for Adult Hebrew Second Language (HSL) Learners

Autor/in	Fanta-Vagenshtein, Yarden
Titel	Literacy and Second Language Intervention for Adult Hebrew Second Language (HSL) Learners
Quelle	In: Journal of Language and Literacy Education, 7 (2011) 1, S.79-94 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Foreign Countries; Semitic Languages; Second Language Learning; Language Proficiency; Language Acquisition; Immigrants; Immersion Programs; Curriculum Development; Student Needs; Models; Literacy Education; Adults; Instructional Design; Teaching Methods; Student Centered Learning; Prior Learning; Native Language; Pretests Posttests; Measures (Individuals); Language Skills; Attendance; Student Motivation; Needs Assessment; Self Esteem; Israel + Suchen Sie Ihr Suchwort? Ausland; Arabisch; Hebräisch; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; Immigrant; Immigrantin; Immigranten; Immersionsprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vorkenntnisse; Messdaten; Anwesenheit; Schulische Motivation; Bedarfsermittlung; Self-esteem; Selbstaufmerksamkeit
Abstract	Language proficiency is a crucial factor for immigrants to integrate successfully in the new society in all aspects of life, especially in the labor market. As a result, there is great importance in acquiring the new language as quickly and effectively as possible. Several factors affect second language acquisition, including motivation, age, cognitive abilities, and cultural differences. Thus, it is important that the curriculum for second language acquisition be adapted according to different backgrounds of the learning groups. Israel, an immigrants' absorbing country, has instituted the Ulpan, a school for intensive courses in Hebrew as a second language. Yet the program did not adapt itself to people with different backgrounds, such as those of immigrants from Ethiopia, most of who are non-literate. Although Ethiopian immigrants went through this program, they are still dealing with the difficulties of the Hebrew language. This article suggests an alternative model which adjusts the curriculum, based on the target group's needs. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01