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Palestinian schoolscapes in Israel
Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2018-05-03 , DOI: 10.1186/s40862-018-0047-1
Muhammad H. Amara

The linguistic repertoire of Palestinian citizens in Israel is complex and diverse. Arabic is the language of personal, cultural, and national identity. Hebrew is important for social mobility, higher education, and shared citizenship. English, as a global language, is a window to the wider world (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014). As to language education, Arabic is the language of instruction in Palestinian schools. Hebrew is studied as a second language by all the Palestinian students from the second grade on, or even earlier. English is studied as a foreign language from the third grade on, and in many schools even earlier (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014; Hebraization in the Palestinian language landscape in Israel, 2015). This study investigates the reflection of the three languages studied in the Palestinian schoolscapes. More specifically, the schoolscapes in six Palestinian high schools located in three towns in the Little Triangle in Israel are studied. The distribution of the languages in the schoolscapes was examined by exploring the functions of signs, distinguishing between informative and symbolic content, and determining the authorship of signs (top-down vs. bottom-up). Altogether 1216 photographs of signs were taken and analyzed. In addition, the ‘tourist guide technique’, developed by Szabó (Journal of Applied Language Studies 9:23–51 2015), was used. The findings reveal that Arabic, Hebrew, and English are used in the schoolscapes of the Palestinian schools in Israel. Arabic is the most ubiquitous language, and Hebrew is also present. While there is evidence of English, its use lags far behind that of the two other languages. The schoolscapes are largely monolingual (mainly Arabic) or bilingual (Arabic-Hebrew). Trilingual signs almost do not exist. Though Palestinian students are trilingual since they learn three languages at school, multilingualism is not truly reflected in their schoolscapes.

中文翻译:

以色列的巴勒斯坦校园景观

以色列的巴勒斯坦公民的语言种类繁多而多样。阿拉伯语是个人,文化和民族认同的语言。希伯来语对于社会流动,高等教育和共同公民身份至关重要。英语作为一种全球语言,是通向更广阔世界的窗口(Amara,“向以色列的巴勒斯坦学生提供政策和教学英语:对语言教育政策的生态观点,2014年”)。关于语言教育,阿拉伯语是巴勒斯坦学校的教学语言。希伯来语是所有二年级甚至更早的所有巴勒斯坦学生作为第二语言学习的。从三年级开始,英语就被作为外语学习,甚至在许多学校中,英语都更早被学习过(Amara,政策和向以色列的巴勒斯坦学生教授英语:语言教育政策的生态视角,2014年;以色列巴勒斯坦语言领域的希伯来语,2015年)。这项研究调查了巴勒斯坦学校景观中三种语言的反映。更具体地说,研究了位于以色列小三角地区三个城镇的六所巴勒斯坦高中的校园景观。通过探索标志的功能,区分信息内容和符号内容以及确定标志的作者身份(自上而下与自下而上)来检查学校景观中语言的分布。共拍摄和分析了1216个标志照片。此外,还使用了由Szabó开发的“旅游向导技术”(Journal of Applied Language Studies,2015年9:23–51)。调查结果表明,阿拉伯语,希伯来语,以色列的巴勒斯坦学校的校园景观中使用英语和英语。阿拉伯语是最普遍的语言,希伯来语也存在。尽管有证据表明英语,但它的使用远远落后于其他两种语言。学校景观主要是单语(主要是阿拉伯语)或双语(阿拉伯语-希伯来语)。三语征几乎不存在。尽管巴勒斯坦学生在学校学习三种语言,所以他们会讲三种语言,但多语制并没有真正反映在他们的学校环境中。
更新日期:2018-05-03
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