This article discusses the difficulty of bilingual Arab children in Israel learning Hebrew, this being the language of conflict. It is suggested that since the Israeli-Arab social context is problematic, and does not easily permit social interaction between Israeli-Arab minority children and Israeli-Jewish majority children, the Hebrew curriculum for Arab children should be based on materials drawn from Arab culture. These materials are referred to as 'culture-based curriculum texts'. It is assumed that these texts are more interesting, comprehensible, and familiar for Israeli-Arab learners of Hebrew than those currently used, and that they will elicit more positive attitudes to Hebrew-learning situations. To illustrate this approach a second language reading model for problematic social contexts is presented based on the following concepts: schemata, interestingness, comprehensibility, instrumental and integrative motivation, meta-cognition, and emotions. The model and its practical implications are discussed.
ASJC Scopus subject areas
- Cultural Studies