Israel's Education Ministry invited proposals for the development of a new multilingual policy for the country's education system. We submitted a proposal for an ?engaged language policy? approach, which helps schools to conceptualize and develop a policy that best fits them ideologically and demographically. This study aimed to map teachers? and students? attitudes toward various principles and practices of multilingual education in order to gather baseline data for the policy. It consisted of a mixed method design that included 2,157 Jewish and Arab teachers and students. Results showed a positive stance toward a multilingual policy and general readiness to implement it. There was overall support for expanding the range of languages offered and for strengthening immigrants? languages, beside positive attitudes toward Arabic and Hebrew instruction for Jews and Arabs, respectively, together with various reservations, especially about translanguaging and accommodations for immigrants. Several differences emerged between Jews and Arabs, reflecting essential gaps between them regarding language and identity in Israel. The findings provide a basis for developing the new policy on more stable ground, adjusting its central principles to different contexts and implementing it gradually, enabling each school to design its own language policy based on its own ideology and demography.

中文翻译：

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在以色列迈向新的多语言教育政策：教师和学生的态度和看法

以色列教育部邀请了为国家教育系统制定新的多语言政策的提案。我们提交了一份关于“参与式语言政策”的提案。方法，这有助于学校概念化和制定最适合他们的意识形态和人口统计的政策。这项研究旨在映射教师？和学生？对多语言教育的各种原则和实践的态度，以便为政策收集基线数据。它由一种混合方法设计组成，其中包括 2,157 名犹太和阿拉伯教师和学生。结果表明对多语言政策持积极态度，并普遍准备好实施该政策。是否全面支持扩大所提供的语言范围和加强移民？语言，除了分别对犹太人和阿拉伯人的阿拉伯语和希伯来语教学持积极态度外，还有各种保留意见，尤其是对移民的跨语言和住宿。犹太人和阿拉伯人之间出现了一些差异，反映了他们之间在以色列的语言和身份方面的基本差距。研究结果为在更稳定的基础上制定新政策、根据不同情况调整其中心原则并逐步实施提供了基础，使每个学校能够根据自己的意识形态和人口结构设计自己的语言政策。反映了他们之间在以色列的语言和身份方面的基本差距。研究结果为在更稳定的基础上制定新政策、根据不同情况调整其中心原则并逐步实施提供了基础，使每个学校能够根据自己的意识形态和人口结构设计自己的语言政策。反映了他们之间在以色列的语言和身份方面的基本差距。研究结果为在更稳定的基础上制定新政策、根据不同情况调整其中心原则并逐步实施提供了基础，使每个学校能够根据自己的意识形态和人口结构设计自己的语言政策。