Hebrew Texts to Hebrew Speakers in Hebrew
Perhaps a counter-intuitive surprise in this post....
The advantages of teaching Hebrew texts to Israelis are pretty obvious. Much of the work in a non-Ivrit shiur is translating and understanding the words. (Whether that is what should be taught is a wholly different matter.)
In Israel, (most of) the translating work is done already. Certainly there are words or expressions that require explanation. But often we can jump straight into the more meaningful discussions of dissecting and understanding the choice of words, the context, the themes, the author's intent, application of new ideas, recognition of patterns and hidden meanings, etc. etc.
I have been surprised, though, that native Hebrew speakers have certain troubles that non-natives do not. The best way to describe it is, I think, by comparing it to the halacha of using a candle, at night, to do bedikat chametz rather than by daylight or with all of the lights on: when you only have a candle, you tend to look at each nook and cranny more carefully. You know you're at a disadvantage so you become far more careful. When you have daylight, your eye tends to drift around the room rather than focus on the details.
That is (often) what happens to Israeli: s/he looks at the Chumash in the 'daylight.' There is an assumption - often justified - that I understand what is being said, so why look closely? Details, nuances in wording, context, grammar are often overlooked. I find, therefore, that much of my job is to educate the Israeli students to slow down, to become sensitive to nuance, to look carefully. My experience with non-native Hebrew speaking students is different. They know that they have to slow down and look at the details (at least the motivated ones). When that happens, those nuances can then be noticed, investigated, and discussed.
[By the way, I once heard Richard Joel speaking to a group of educators bemoaning the fact that our youth today - in the age of IM's, emails, internet, etc. - don't pay attention to nuance. What an important message to educators in every country!]
When all is said and done, the Israelis certainly have an advantage over the non-Israelis when it comes to textual issues.
Still, that advantage is not all one sided.
The advantages of teaching Hebrew texts to Israelis are pretty obvious. Much of the work in a non-Ivrit shiur is translating and understanding the words. (Whether that is what should be taught is a wholly different matter.)
In Israel, (most of) the translating work is done already. Certainly there are words or expressions that require explanation. But often we can jump straight into the more meaningful discussions of dissecting and understanding the choice of words, the context, the themes, the author's intent, application of new ideas, recognition of patterns and hidden meanings, etc. etc.
I have been surprised, though, that native Hebrew speakers have certain troubles that non-natives do not. The best way to describe it is, I think, by comparing it to the halacha of using a candle, at night, to do bedikat chametz rather than by daylight or with all of the lights on: when you only have a candle, you tend to look at each nook and cranny more carefully. You know you're at a disadvantage so you become far more careful. When you have daylight, your eye tends to drift around the room rather than focus on the details.
That is (often) what happens to Israeli: s/he looks at the Chumash in the 'daylight.' There is an assumption - often justified - that I understand what is being said, so why look closely? Details, nuances in wording, context, grammar are often overlooked. I find, therefore, that much of my job is to educate the Israeli students to slow down, to become sensitive to nuance, to look carefully. My experience with non-native Hebrew speaking students is different. They know that they have to slow down and look at the details (at least the motivated ones). When that happens, those nuances can then be noticed, investigated, and discussed.
[By the way, I once heard Richard Joel speaking to a group of educators bemoaning the fact that our youth today - in the age of IM's, emails, internet, etc. - don't pay attention to nuance. What an important message to educators in every country!]
When all is said and done, the Israelis certainly have an advantage over the non-Israelis when it comes to textual issues.
Still, that advantage is not all one sided.
posted by T.Y.I.I. at
Wednesday, December 07, 2005
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