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Bibliography

• Abu-Rabia, Salim. “Attitudes and Psycholinguistic Aspects of First Language Maintenance among Russian-Jewish Immigrants in Israel.” Educational Psychology, Vol. 19, No. 2 (1999). EBSCO, AN 2014695.
• Adult Education in Israel. Kirmayer, Paul, Ed.; and others. ERIC database: ED371126. 1994.

  This volume contains 13 articles that reflect the development of adult education in Israel during recent years. The material relates to the principal areas with which the Division of Adult Education deals: formal and nonformal education for adults, language and cultural absorption of new immigrants, and training of facilitators for parental counseling.

  1. Perlmutter, Riva. “Teaching Language During A Time of Intercultural Transition.” pp. 93, 98, 99.

     The Hebrew language is defined as the “language of the nation.” The article is based on this premise and therefore Ulpanim are not just language centers, but they are centers for the study and development of Israeli culture (this includes, as a main part, studying the language). The author details the Ulpan system and points out that the main strength of the system, is its ability to work on immigrants that are in a state of transition and are from different cultural backgrounds. This method of acculturation is discussed in a curricular format.

  2. Brunner, Shoshana. “The Organization and Pedagogy of the Ulpan – The Southern District.” pp. 117, 121, 124.

     The Ulpan system constantly needs to adapt to the inherent heterogeneity among Israeli immigrants. The article addresses this issue through the example of the recent influx of Soviet immigrants in the Southern District (of Israel). One of the most important ways to prepare and adapt to a heterogeneous student body, is to rethink the pedagogy in the Ulpanim. The author describes a three-step approach to achieving these objectives and explores ways of improving the overall system.

  3. Misrahi, Shlomo. “Expansion of the Ulpan Network: The Hafia and Northern District.” pp. 135.

     For our purposes, this article explains little more than can be deduced from the title. Since the overall compilation was published in 1994, the information, which is very general, is not relevant.

• Adult Education in Israel, II-III. Kirmayer, Paul & Pinnes, Noy, Eds. ERIC database: ED410392. 1997.

  This is the second booklet in English that deals with adult education in Israel.

  The following articles are included in the above volume:

  1. Tokatli, Rachel. “Planning Study Programs for Adults.” pp. 15-17, 19, 24, 25, 33.

     The human experience among adults is varied and is based on a number of factors, including: social, demographic, political, economic, employment and cultural contexts, technological developments, and accepted educational traditions, concepts and values. This requires planners to structure flexible programs. All of these factors are “relevant for successful planning, and anyone who totally ignores it will find himself laboring in vain” (17). The author stresses that planners, most importantly, need to understand the motives and aspirations of the adult learners. Therefore a needs survey should be provided at the outset of the program. The author points out that planning begins with a reflection of the general objectives and overall educational goals. In other words, the planner needs to have in mind the whole picture before beginning.

  2. Hoffshteter, Dalia. “Watching Current Events Programs in the Ulpan: An Introduction to Israeli Society and Culture.” pp. 209, 210.

     Since the Ulpan program is a combination of language acquisition and acculturation, television programs are a useful way of teaching immigrants. By encouraging independent television watching, the immigrant learners will better appreciate Israeli (popular/general) culture.

• Adult Education in Israel, IV. Kirmayer, Paul & Michaelson, Serena T., Eds. ERIC database: ED455401. 1998.

  This fourth journal edition, oriented towards the topic of adult education and the community in Israel, focuses on these two major themes: the different approaches to analyzing and understanding the community, its populations, and its connection to adult education; and educational institutions and cultural entities within the community.

  The following articles are included in the above volume:

  1. Schuster, Yaffa. “Basic Education For Immigrants.” pp. 82.

     The reason this article was included was because of the interest in the term “HaGoshrim.” Project “HaGoshrim” was developed because the majority of Ethiopian immigrants completed the extended (10-12 month) Ulpan “without any knowledge or a very basic knowledge of the Hebrew language.” It was found that certain learners have a certain “educational culture” that may be a barrier to their acquisition of a second language. In addition, it was found that many Ethiopians lacked formal knowledge of their own language. Project “HaGoshrim” was developed to meet these problems. The program is 600 hours long and begins with basic literacy in the immigrants’ mother tongue and ends with literacy in the Hebrew language.

  2. Peretz, Meir. “Hamburg Statement: Adult Education in Israel.” pp. 165-6.

     This is a statement made by Dr. Meir Peretz, the Director of the Division of Adult Education at the Ministry of Education, at the 1997 “Fifth International Conference on Adult Education,” sponsored by UNESCO in Hamburg, Germany. The statement gives the general state of education in Israel and the educational objectives in regards to adult learners.

• Adult Education in Israel, V. Kirmayer, Paul & Michaelson, Serena T., Eds. ERIC database: ED455402. 1999.

  This fifth journal edition focuses on the didactics of adult education in Israel. Following a "Preface" (Meir Peretz) discussing the didactics of adult education, three major fields are examined: Learning for Adults; Hebrew Language and Culture for Immigrants; and Special Populations (adults with learning disabilities, senior citizens, and parents).

  The following articles are included in the above volume:

  1. Perlmutter, Riva S. “‘Roots’ and ‘Tree-tops’ – What Kind of Hebrew Should Be Taught and Learned in the Hebrew Language Ulpan.” pp. 91, 96-98.

     This article is very important, for it exemplifies the dissent to the current Ulpan curricula. Traditionally, the Ulpan has been an educational context where “the everyday functional language is taught as a part of a religious, cultural, social and historical complex” (qtd. in Perlmutter, 91). Furthermore, Ulpanim give equal time to the development of language (‘roots’) and heritage (‘tree-tops’). The author objects to this “traditional” philosophy and questions whether the educational system should continue to devote half of the already limited time to acculturation. Instead, culture should be integrated into the linguistic part of the Ulpan curricula. “Growing the ‘tree-tops’ is their responsibility. The Ulpan can only facilitate it.”

  2. Adorian, Moshe. “Jewish and Israeli Identity among Immigrants.” pp. 109, 113-115.

     Moshe Adorian, a Zionist Jew, offers his observations on the place of “Jewish” identity in the integration of immigrants. His observations are given in the context of the big wave of immigrants from the former USSR. Special attention needs to be given to immigrant identity due to several reasons: the very large number of immigrants in recent years, Russian immigrants were raised in a system that discouraged Jewish culture, a large and influential non-Jewish population present in Israel, and the high demand on those responsible for absorption to dedicate their efforts to helping their fellow Jews. Immigrants who come to Israel, do so because they are often searching for a niche in society and an identity. To meet these needs, the author concludes that Jews need to “promote the idea of an investigative teacher who researches his work among the people with whom he works.”

  3. Adorian, Moshe. “An Adult Education Course for Participants from Developing Countries.” pp. 174.

     This article discusses a seminar for Adult Education that took place in Jerusalem. The article includes very little relevant information and is very unspecific.

• Calvin, Dorothy. “An Evaluation of the Affective Components of the Intensive Language Program Experience at Ulpan Akiva in Israel.” University of San-Francisco, 1991 pgs. 356. PQDD Server, 11 August 2003.
• Chiswick, Barry R. “Hebrew Language Usage: Determinants and Effects on Earnings among Immigrants in Israel.” Journal of Population Economics, 1998, 11: 253-271. EBSCO, AN 5349740.
• Cox, Christopher. “Immigrants without English face higher barrier to American Dream.” Human Events, 1996, Vol. 52 Issue 26. EBSCO, August 2003.
• “Education in Israel – An International Comparison 1999.” S.P. 1178. 13 August 2003.
• Fischler, Ben-Zion. “Hebrew as a Binding Force.” ERIC Database, ED 363114. pp. 84-89.
• Fischler, Ben-Zion. “Teaching Hebrew to Adults.” (Some Methodological Principles) ERIC Database, ED 363113.
• Fitzgerald, Nicholas B. “ESL Instruction in Adult Education: Findings from a National Evaluation.” EBSCO, ED 385171.

  A 1994 Department of Education national evaluation of federally-supported adult education programs looked at programs' effectiveness in improving literacy skills, English language proficiency, and secondary school completion.

• Frantz, Roger S. & Jane Wexler. “Ulpan: Functional ESOL Immersion Program for Special Education Students.” ERIC Database, ED 371634.
• Haramati, Shlomo. “Teaching Hebrew to Immigrants in Israel.” Modern Language Journal, Vol. 50, Issue 8 (December, 1966), 526-534. EBSCO. 13 August 2003.
• Immigration to Israel: Sociological Perspectives. Leshem, Elazar and Judith T. Shuval. Piscataway, NJ: Transaction Publishers, 1998.

  The chapters are drawn from various Israeli and Migration Journals and they are divided into 6 parts:

  1. Introduction – an overview of the sociology of migration in Israel
  2. Migrants in the Occupational Structure
  3. Migration and Health
  4. Formal and Informal Mechanism of Integration – mainly a case study on Soviet immigrants and their integration into Israeli society
  5. Ethnic Identities and Processes of Integration
  6. Processes of Emigration and Their Implications
• Kressel, Rivba. “An English Ulpan at Kfar Blum.” English Teachers’ Journal (Israel). No. 19, April 1978. ERIC Database, ED155930.
• “Learning the Language: Israel’s Ulpanim.” Israel’s Ministry of Foreign Affairs, 1999.
• Peyton, Joy & JoAnn Crandall. “Philosophies and Approaches in Adult ESL Literacy Instruction.” EBSCO, ED 386960.
• Pincus, Cynthia. “In a Jerusalem Ulpan.” Topics in Culture Learning, Volume 5 August 1977. ERIC Database, ED 145706. pp. 67-77.
• Schlusberg, Paula & Tom Mueller. “English as a Second Language in Volunteer-Based Programs.” EBSCO, ED 385172.
• Shetreet, Ida Ben and Laura L. Woolf. A Guide to Ulpan Study. Ministry of Immigrant Absorption Online. 13 August 2003.
• Schuchat, Theodor. “Ulpan: How To Learn Hebrew In a Hurry!” Jerusalem 1990, Gefen Publishing House Ltd., p.503.

  Personal experience of Mr. Schuchat, an author, a syndicated columnist, and a contributor to numerous publications, among them the New York Times, the Washington Post, and Christian Monitor, in an Israeli Ulpan. Includes an exhaustive bibliography list.

• Wagner, Daniel A. & Richard L. Venezky. “Adult Literacy: The Next Generation.” Educational Researcher, 1999. ERIC database.
• Weinstein, Brian. “Ethiopian Jews in Israel: Socialization and Re-Education.” Journal of Negro Education, Vol. 54, Issue 2 (Spring, 1985), 213-224. JSTOR. 12 August 2003.