Acceso usuarios
Charlotte Canter
, Ziva R. Hassenfeld
This study examines how bilingual students compare to monolingual students in their acquisition of textual Hebrew. Using a case study of 42 5th and 6th grade students at a private Jewish elementary school located in the northeastern United States, we consider how students with different linguistic backgrounds approach the task of translating biblical text. By analyzing students’ textual Hebrew translation abilities and their refusal behaviors, we explore the ways in which students’ identification with Hebrew language, other languages, and religious engagement beyond the classroom impact their approach to the task of translation. Through both quantitative and qualitative analysis, we find that students’ linguistic backgrounds and identities do not significantly impact their textual Hebrew translation and comprehension abilities.
