Expanding Participation in Hebrew Education: Lessons Learned from French Immersion
DOI:
https://doi.org/10.25071/1916-0925.40374Abstract
This article explores ideas for innovating the field of Hebrew education (HE) in non-Orthodox day schools in diaspora communities. It proposes strategies and identifies areas of further research to expand the reach of HE schooling to attract new families. These strategies were created through defining and exploring the Toronto HE landscape, and then comparing between HE and French Immersion (FI) programs in Ontario, where the performance and benefits of the latter are found to help inform meaningful reforms in the former. Interviews were subsequently conducted with affiliates of different schools within the FI system in Toronto. Jewish parents were asked about the factors that drew them to register their children in an FI program. Along with an FI teacher and principal, they were also asked to identify successes and challenges of FI practices. Finally, the paper discusses suggestions for future studies and offers ideas to help expand participation in HE and further strengthen the connection of diaspora communities to the Hebrew language.
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Canadian Jewish Studies/ Études juives canadiennes is a journal dedicated to the open exchange of information; therefore the author agrees that the work published in the journal be made available to the public under a Creative Commons Attribution-Noncommerrcial-No Derivative Woks 4.0 Unported License. The publisher (Association for Canadian Jewish Studies / Association des études juives canadiennes) recognizes the author's intellectual property rights. The author grants the publisher first serial publication rights and the non-exclusive right to mount, preserve and distribute the intellectual property. The journal is digitized and published on the open access website http://pi.library.yorku.ca/ojs/index.php/cjs/index.