Abstract
The purpose of the research was to examine the study of elective languages in Israeli schools. An increased motivation for languages study was assumed, whereby students will try to maintain family languages or study languages considered important for communication. Another assumption was that the results will differ for the heritage languages, as compared to the foreign languages.
The goals, working hypotheses, and research questions and methodologies applied are presented. The quantitative section included a closed questionnaire completed by a total of 966 students studying 1 of the 4 languages. The qualitative part included an assessment of the teaching programs and matriculation exams, carried by external experts, an examination of the textbooks used at school, and semi-structured in-depth interviews with students and teachers of the four languages.
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- 1.
As described in Chap. 3, the study of French is officially compulsive as a second foreign language, after English and alternatively with Arabic, but this directive is not always implemented.
- 2.
A sample of the questionnaire is presented in Appendix A.
- 3.
The questions for both interviews (with students and teachers) are presented in Appendices B and C.
Reference
Shohamy, Elana. 2006. Language Policy: Hidden Agendas and New Approaches. London: Routledge.
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Muchnik, M., Niznik, M., Teferra, A., Gluzman, T. (2016). The Present Research. In: Elective Language Study and Policy in Israel. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-34036-4_4
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DOI: https://doi.org/10.1007/978-3-319-34036-4_4
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Publisher Name: Palgrave Macmillan, Cham
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