Towards a Second‐language Model of Learning in Problematic Social Contexts: the case of Arabs learning Hebrew in Israel

Abstract

This article discusses the difficulty of bilingual Arab children in Israel learning Hebrew, this being the language of conflict. It is suggested that since the Israeli‐Arab social context is problematic, and does not easily permit social interaction between Israeli‐Arab minority children and Israeli‐Jewish majority children, the Hebrew curriculum for Arab children should be based on materials drawn from Arab culture. These materials are referred to as ‘culture‐based curriculum texts’. It is assumed that these texts are more interesting, comprehensible, and familiar for Israeli‐Arab learners of Hebrew than those currently used, and that they will elicit more positive attitudes to Hebrew‐learning situations. To illustrate this approach a second language reading model for problematic social contexts is presented based on the following concepts: schemata, interestingness, comprehensibility, instrumental and integrative motivation, meta‐cognition, and emotions. The model and its practical implications are discussed.