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Knowledge, performance, and competency of
any foreign language include two independent systems that complement each
other in many ways: The acquired system and the learned system.
The acquired system, or acquisition, is the product of a subconscious process
very similar to the one children undergo when they acquire their first
language. It requires meaningful interaction in the target language – natural
communication – in which speakers concentrate not on the form of their
utterances, but on the communicative act.
The learned system, or learning, is the product of formal instruction and
comprises a conscious process which results in conscious knowledge about the
language, for example knowledge of grammar rules.
A deductive approach in a teacher-centered setting produces learning, while
an inductive approach in a student-centered setting leads to acquisition.
Learning Pathways
At Maimonides School our students acquire the Hebrew language through four
diverse and unique pathways.
Our wish and goal for our students is to
test their knowledge and proficiency level through the International Hebrew
Exam during 11th or 12th grade. This new initiative is a university-level
course and test, taught and conducted by our Hebrew department teachers in
collaboration with Bar-Ilan University in Israel.
In order to achieve the goal of succeeding in the International Hebrew Exam,
all Maimonides students are exposed to and being taught the following
learning pathways:
First Pathway: Bishvil Ha-Ivrit Curriculum
The Middle and Upper School curriculum is divided into three levels, and each
level has two parts:
- Beginner – Bishvil Ha-Ivrit
books 1 and 2
- Intermediate – Bishvil
Ha-Ivrit books 3 and 4
- Advanced – Bishvil Ha-Ivrit
book 5 and NETA books 21-25
Second Pathway: Independent, Authentic
Learning Units
Every year, the Hebrew Language Department continues to develop learning
units for all grades and levels (beginner, intermediate, and advanced). These
units are created and developed through personal connections and familiarity
with our students and their interests. The units are not only
student-centered, but also based on second language acquisition theories and
research-based assessment tools. These units differ in content, function, scope
of sequence, complexity, and language objectives, and strive to make use of
as many authentic materials as possible.
Third Pathway: Reading Books and Reading Journals
The “People of the Book” (Am Ha-Sefer) need no justification for the
importance of reading. Nevertheless, in recent years few leading applied
linguistics researchers have identified reading books in the target language
as a critical component of second language acquisition.
For these reasons, our department has developed a unique reading program:
- Each year students will read
two books that are aligned with their proficiency level in content,
length, complexity, and cognitive development.
- For each book we developed a
supportive assessment and understanding mechanism, which is the reading
journal. The reading journal is also our basis for class discussions,
projects, and knowledge enrichment.
- The books for the beginner
and intermediate levels were written for those learners, whereas our
goal is that the advanced level will read authentic books during this
time.
Fourth Pathway: Israeli High School-Oriented
Proficiency
We take pride in each of our students for their achievements and individual
strengths. This is why we choose to further challenge the advanced level
students in three areas of content which form the core of our shared
identity: Literature, citizenship, and Judaism.
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