Name of Initiative: Language as a Cultural Bridge   Vision: An equal and multi-cultural Israeli society, in which the official state languages – Hebrew and Arabic - are studied, spoken, and seen as an expression of cultures and the populations they represent, as well as legitimization for these languages and the people that speak them. Goal: To bring about the situation in which graduates of the Israeli-Jewish education system know Arabic, and recognize Arabic culture, by means of establishing Arabic language and cultural instruction in Jewish schools, with an emphasis on spoken language in elementary schools.  Ultimately, the goal is to afford Arabic language and Arab culture public legitimacy and to advance equality and a shared future for all of Israel’s citizens. In cooperation with: The Ministry of Education – Districts of Tel Aviv, Haifa, Jerusalem, the Northern District, and the Authority of Education Administration, the Municipality of Haifa, the Municipality of Karmiel, the Municipality of Tel Aviv, The Education Authority in Jerusalem, the Municipality of Acre, Emek Izrael, Misgav, Mateh Asher, and Hagilboa, and Kfar Vradim Activities: Comprehensive surveying and mapping of Arab language instruction in Israel; Development of unique and innovative curriculum designed especially to teaching spoken Arabic and Arab culture; training and supervision of Arab and Jewish teachers’; cultural activities designed to enrich the linguistic and cultural world of the students; and wide-ranging exposure both in the Hebrew and Arab media, as well as international

Background and Significance:

With few exceptions, Jewish and Arab children in Israel are educated in separate school systems. In the Arab school system, Arabic, English and Hebrew are mandatory subjects and are integral to the curriculum.  Yet, despite the fact that Arabic is an official language of the State, and is the mother tongue of more than one million of its citizens, Arabic is not seen as an essential component of the curriculum in the Jewish school system. Junior high schools generally offer it as an elective subject, or not at all. Furthermore, the institutional approach has been to teach literary Arabic, which is not used in daily conversation. This has created generations of Jewish school children who are unable to converse with their Arab neighbors.
 
The Abraham Fund's Language as a Cultural Bridge Initiative is based on the understanding that language is a symbol of cultural values, traditions and identity. Language is not only a tool of communication. Learning Arabic language and culture will create an honest and informed dialogue between the two communities, in an atmosphere of cooperation and mutual respect.  Teaching conversational Arabic and Arab culture in Jewish schools reduces fear and stereotypes, strengthens commitment to tolerance and diversity, and generates inter-group understanding.  It will encourage the next generation of leaders to build a shared future.

In an effort to use language as a tool which brings people together, The Abraham Fund has recommended a new and original approach to the teaching of “Communicative Arabic”, which includes elements of conversational and literary Arabic. Exposure to contemporary Arab culture is integrated into the curriculum in an effort to strengthen the status of the Arabic language and Arabic speakers in Israel, and as an expression of equality and coexistence.
 
The purpose of this initiative is to further the study of communicative Arabic as a compulsory subject in Jewish schools in Israel.  The Abraham Fund initiated the Language as a Cultural Bridge program in the fall of 2004 with the support of the Haifa and Karmiel municipalities, the Ministry of Education, including its Supervisor of Arabic language study, and the Ministry’s regional supervisors in Haifa and the north. The launching of the initiative was preceded by comprehensive mapping and research regarding the status of Arabic language instruction in Israel, the development of a unique curriculum combining Arabic language and Arab culture, and teacher training seminars.

In 2004 The Abraham Fund Initiatives conducted a comprehensive mapping of Arabic language instruction in Jewish schools (elementary, middle school, high school), testing Arabic studies data across the country, such as curricula, textbooks and the difficulties in teaching Arabic. Following the mapping, the unique "Ya Salam" curriculum was developed for elementary school students. The principles underlying the special curriculum were designed based on the recommendations of the mapping, and they rely on models tested in the past, learning from successes and failures and professional literature. The principles are:

1) Early Learning and Continued Education – The level the students will reach depends on the number of years the languages is learned and the frequency of classes.  Early Learning prevents the formulation of prejudices, extends the study period, and takes advantage of the linguistic capabilities of children, develops motivation to continue learning and contributes to improving pronunciation.

2) Continuity – Studies have shown that one of the most important components of the success of language teaching is the continuity between elementary and high school.  Lack of communication and differing approaches between elementary and middle school teachers create a fragmented transitional period which can significantly block learning.

3) Combination of Language and Culture – This combination helps reduce stereotypes and forms positive attitudes toward language while making language-learning possible in a greater context.

4) Teachers – Teachers need to have command over the language being taught, to be familiar with learning a second language, and maintain expertise in working with young students, serving as ambassadors of the culture and language.

5) Communicative Arabic – communicative Arabic must be emphasized because the highest motivation derives from the ability to communicate colloquially.  Namely because the results are felt more quickly, as well as similarities with learning a first language.  The students also learn to identify and read characters, and many words that are taught are used in literary Arabic, and most colloquial words will have a connection to their literary Arabic counterparts.  These points help bridge the study of Arabic in junior high school.

“Ya Salam Curriculum”

In accordance with the principles listed above, The Abraham Fund Initiatives developed the experimental curriculum “Language as a Cultural Bridge,” and the “Ya Salam” that followed.  Today, the “Ya Salam” program is used in 100 schools throughout Israel in 5th and 6th grade.  The fun and enjoyable classes include, amongst other things, conversations, songs, and a variety of pedagogical tools.  The classes begin at a relatively early stage in Arabic and a large emphasis is placed on interaction with the students.  Most teachers in the program are Arab - trained in language instruction by The Abraham Fund Initiatives in cooperation with the Ministry of Education – and are integrated into Jewish school staff.  Students learn twice a week in one-hour classes. In addition to language lessons, students enjoy specially tailored cultural activities, such as traditional Arab storytelling, bilingual theatre, puppet shows, and Arabic-style music workshops.  These activities expose the children to Arab artists and Arab culture while allowing them to practice their newfound language skills.  The program includes rich tutorials, with a textbook, special notebook, CD-ROM, DVD and other accessories accompanying the program since the 2008-09 school year.  The “Ya Salam” website (www.yasalam.org.il) also provides an E-learning environment, where students can learn online through communication devices, games, and additional exercises.
Each year throughout the country, training workshops are held for Arabic teachers – for both elementary and high school – in order to create a pedagogical continuity between the elementary and high school curricula. These workshops are held in collaboration with The Abraham Fund Initiatives, The Ministry of Education, and local authorities. 

School Pairings:

Within the framework of the initiative and as a larger part of The Abraham Fund’s objective to advance shared society, we pair Arab and Jewish schools in the North around issues such as music, sports, art, environment and culture. But not only do we bring together Jewish and Arab children, we also pair school administrators and their educational staff.  These elements are based on professional models developed by The Abraham Fund Initiatives and additional bodies.  These meetings allow for Jewish children (“Ya Salam” students), and their Arab neighbors learning Jewish culture, to establish a basis for communication between themselves, to practice the language and create regional cooperation on an interpersonal level.