As a native Israeli, Hebrew is a big part of my identity. I was always fascinated with its linguistic richness and influences from the Bible, Semitic and European languages. Hebrew teaching is very close to my heart, and I feel fortunate to have the opportunity to expose students to the unique case of its revival. Language acquisition is a holistic process, which integrates exposure to diverse cultural narratives and supports students’ intellectual and emotional growth. The daily encounter with students enriches my world; as stated in the ancient rabbinic text Pirkei Avot: “Who is wise? One who learns from every man.”
My love for Israeli language and culture is reflected in my academic journey, from Hebrew literature to Israeli and Palestinian art. As part of my doctoral research, I am researching the connection between teaching a second language and ideology, with the influence of neoliberal attitudes and globalization. Using a multidisciplinary connection between Second Language Teaching, Ideology, and Israel education, I examined how Israeli education in Hebrew classrooms functions as linguistic capital that gives students social tools for functioning in their habitus.
Through my investigation, I am trying to create an approach that will help learners gain complex linguistic functioning skills embedded in a Hebrew cultural context. My research aims to create pedagogical tools that expose students to the different layers of meaning that Hebrew language and culture offer.