By Mila Schwartz, Anna Verschik

This booklet offers the leading edge of analysis within the rising box of relations language coverage. this can be the 1st quantity to discover the hyperlink among relations language coverage, perform and administration within the mild of nation and group language coverage in additional than 20 ethno-linguistic groups all over the world. Contributions by means of prime students from 8 nations and 3 continents supply insights in how relatives language coverage can be interpreted from a variety of theoretical views, utilizing leading edge methodologies. specifically, the authors current novel info on winning kin language practices equivalent to faith-related literacy actions and homework classes, in addition to administration, together with prayer, selection of bilingual schooling, and hyperlinks with mainstream and complementary studying, which enable the belief of language ideology inside of 3 contexts: immigrant households, inter-marriage households, and minority and majority households in conflict-ridden societies.

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This pattern of data can be attributed to the differences in the status of Hebrew and Arabic in Israel, and the low level of representation of Arabic as the minority language in Jewish cities (Amara 2002). An additional reason for this difference is that Hebrew is mandatory in Arab schools whereas Arabic is not obligatory in all Jewish schools (Abu Rabia 2005). Moreover, the main languages used in higher education in Israel are English 36 M. Schwartz et al. 675 and Hebrew, whereas Arabic is not used at all.

38 M. Schwartz et al. 99 Parents’ Language and Cultural Ideology Parents’ language and cultural ideology was examined by comparing the groups on three main variables: attitude toward Arabic-Hebrew bilingual education, motives for kindergarten choice, and perceptions concerning desired and actual ratio between Arabic and Hebrew. 4). Jewish participants attributed a more significant role to the political factors than to the positive attitudes toward bilingual education for the child’s development.

The appearance of two languages in the schools complicates the cultural context. Aiming for balanced bilingualism, the schools adopt a strong bilingual additive approach. The Center for Bilingual Education is fully aware of the intellectual advantages of raising children bilingually. The Center also believes that this kind of education will prepare children from the Jewish majority to build relationships with Arabs from adjacent countries in case of future peace negotiations (Bekerman 2004). No bicultural approach exists that is separate from the socio-political context.

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