Overview

In Arabic Instruction in Israel Allon J. Uhlmann confronts two conundrums, namely the persistently poor level of Arabic proficiency among Jewish Arabic students and teachers, and the traumatic alienation of Arab students by university Arabic grammar instruction. These are not aberrations but rather direct, albeit unintended, systemic consequences of the field of Arabic instruction, where Jewish students encounter Arabic as a dead, hostile language; Jewish hegemony devalues native Arabic proficiency; and Arab students are locked into a fractured educational trajectory – encountering two alienating and mutually unintelligible grammars of Arabic at school and at university. By tracing systemic variabilities in cognition and learning Uhlmann exposes hitherto misrecognised dynamics that hinder Arabic instruction in Israel, thereby offering new avenues for possible change.

Full Product Details

Author:   Allon Uhlmann
Publisher:   Brill
Imprint:   Brill
Volume:   117
Weight:   0.448kg
ISBN:  

9789004323810

ISBN 10:   9004323813
Pages:   172
Publication Date:   03 August 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Preface Acknowledgments List of Illustrations 1 Conundrums of Arabic Instruction in Israel   The Origins of This Research Project   Methodological Disclosures 2 The Field of Arabic Instruction in Israel: Underachievement in the Jewish Sector   Language Instruction in the Jewish Sector—English versus Arabic   Arabic as Cultural Capital   Arabic Educational Policy and Practice   Implications 3 The Tertiary Education System and the Double Alienation of Israeli Arabs from Arabic   The Backdrop: Arabs and Arabic-Grammar Instruction   Tertiary Education and the Alienation of Arabs from Arabic   Grammar   Implications 4 A Cognitive Clash in the Classroom—The Incommensurability of Jewish and Arab Grammars of Arabic   A Lévy-Bruhlian Moment   The Sources   Lost in Simplification: The Light Hamza and the Meaning of Tenses   Mistranslation and the Different Construction of Nominal Sentences   Verb Morphology:Structuring Knowledge at Cross Purposes   Differences in Language Ideology and the Construction of Learning   Improbable Role Reversals   Systemic Incommensurability as Personal Failure 5 Arabic-Grammar Instruction: Systemic and Cognitive Implications   The Social Variability of Cognition, Scholarship and Learning   Circumscribed Freedom within the Field References Index

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Author Information

Allon J. Uhlmann, PhD, Anthropology (2002, Australian National University), is a research manager and policy analyst with the Australian Public Service. He is the author of Family, Gender and Kinship in Australia (Ashgate, 2006).

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