The ultimate goal
The ultimate goal of all the programs established and operated by Tamar Center is to increase the number of students admitted to institutions of higher learning for the study of academic degrees in general and degrees in science and technology in particular.
Therefore, the programs are designed to address all the difficulties and barriers that Arab-Bedouin students face throughout their studies at Israeli universities or institutions of higher education.
One of the most significant challenges facing young members of the Arab-Bedouin society in the Negev is the language barrier. There is a general lack of proper language skills necessary for successful learning. Often times students lack the language abilities required to speak up in class and ask questions, to summarize information (both spoken and written), basic presentation and public speaking skills, group discourse abilities, and even rudimentary comprehension, reading, and writing.
Hebrew is a necessary tool for integration into the worlds of academia and employment. A closer look reveals that the root of the problem sometimes does not necessarily arise from the students’ knowledge of Hebrew, as Hebrew studies are mandatory for all Arabic speakers. The issue however, lies in the way that Hebrew is taught in Arab schools. An emphasis is placed on grammatic Hebrew studies and not on spoken language. Arab students are often at a complete loss when it comes to actual discourse abilities and communication skills. They do not have enough familiarity with useful every day vocabulary, resulting in a lack of confidence in their ability to express themselves. This is one of the most fundamental obstacles standing in the way of students.
Young women and men of the Arab-Bedouin society don’t have enough opportunities for free expression of the Hebrew language with native Hebrew speakers and thus lack a basic control of the language.
As a result of this dichotomy, students’ perception of their self-efficacy in the context of academic studies or future employment is bound to be negatively affected. Integration of Arab-Bedouin students with fellow Israeli students is unlikely. The language barrier, in the same way, acts as a natural deterrent to studying highly regarded math, science and engineering degrees, ultimately ‘pushing’ them to study degrees designed for Arabic-speaking students. This negative cycle finally makes future integration in the workplace and employment even more difficult.
The program presented here is based on the understanding that the skills and abilities described above can only be attained through structured, extended, consistent practice, in a supportive and enabling environment, and using different and varied learning methods, specifically tailored to the needs of each student.
Objective
- Cultivation of students’ self-efficacy regarding their Hebrew language abilities – namely, fluent and properly structured speech, reading, writing, and comprehension
- Improving conversational skills.
- Improvement of writing skills
- Improving reading skills.
- Enrichment in a varied array of fields and subjects with focus on expanding vocabulary.
Goal
- Well-established and strong perception of the students’ language abilities.
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Ability to procure spontaneous conversation in group discussions or with “speaking partners”. Having the ability to give a presentation in Hebrew before the class, or a group of people. Finally, students prepare video clips featuring discussions in Hebrew.
- Students ability to write a short essay
- Students are exposed to a wide variety of different texts and build a strong basis for their reading abilities.
- Familiarity with different and varied areas of knowledge, exposing students to new words and new fields.
Indices in Accordance to Age Group
Cultivation of students’ self-efficacy
Students’ self-efficacy in regards to their abilities to comfortably use the Hebrew language increases for all age groups.
Improving conversational skills:
9th grade- 10th grade:
Students actively participate during group sessions. Students prepare two filmed presentations (as much as they were able).
11th grade- 12th grade:
Students actively participate during group sessions. Students prepare two presentations to be given before an outside audience. Asking questions: Students forego limiting patterns of speech inhibiting their development and participate in a symposium with native Hebrew speakers
Improvement of writing skills:
9th grade- 10th grade:
Writing a short letter, while using all of the basic “parts of speech”, such as references conjunction.
11th grade- 12th grade:
Writing a short letter as well as an essay of critique using persuasion techniques, basic parts of speech such as references and conjunctions, and giving up limiting patterns of speech that inhibited their development.
Improving reading skills.
9th grade- 10th grade:
Reading uninterrupted, through a short text, that includes basic parts of speech, such as references conjunction to improve reading comprehension.
11th grade- 12th grade:
Students read through a short text. Students also read and explain a complex text (of mid-level difficulty), while using basic parts of speech such as references and conjunctions.
Enrichment in a varied array of fields and subjects
Students learn to use a high level of vocabulary.
Students acquire a high level of vocabulary and expand their range of words to cover a large variety of different fields of knowledge.
Methods
“The most effective kind of education is that a child should play amongst lovely things.” -Plato.
The program is based on the Joy of Learning theory and using experiential teaching and play as optimal motives for student development and promotion of spontaneous learning.
Students simply enjoy themselves, and have fun together while playing games and participating in activities that will encourage natural discourse and language use.
The sessions are organized so that all students are exposed to activities, songs, short texts and educational tasks that stimulate the natural desire to learn and discover. The aim is to provide students with the motivation to continue learning independently, in their own free time; to create the positive impact that will influence them to continue reading, listening to music, playing with friends and even creating videos in Hebrew. This all reverts back to one of the basic principles of the joy of learning: when students take pleasure in education, it is a natural motivator for independent learning and the awakening of the basic instinct of curiosity.
