Rahel Halabe
CV
Rahel Halabe is program developer and instructor of Biblical and Modern Hebrew. She is also a translator of Modern Arabic literature to Hebrew. She has applied her Hebrew teaching methods to shaping and teaching courses in both academic and community frameworks. The overlapping fields of communicative Modern Hebrew teaching and translation effectively enrich her Biblical Hebrew pedagogy and methodology, topics on which she has published several articles.
Born and educated in Israel.
1984 – moved to Vancouver, Canada
Academic Background:
2006 – M.Ed. Modern Language Education, Department of Language and Literacy – University of British Columbia, Vancouver
1981 – Translation of Scientific Writings Diploma – Hebrew University, Jerusalem
1974 – High School Teaching Diploma for Arabic as a Second Language – Hebrew University.
1973 – B. A. in Arabic Language and Literature – Hebrew University.
Translation of Arabic Literature into Hebrew:
1982 – to date – Published the translation of 9 books (Lebanese, Palestinians, Egyptians & Sudanese) from Arabic into Hebrew http://www.hebrew-with-halabe.com/arabic-hebrew-translations/.
Hebrew Instruction:
2015/16 – Teaching Modern Hebrew at the School of Foreign Languages, Peking University in Beijing, China.
2008 – 2010, 2012 – 2013 – Adjunct Lecturer at University of British Columbia – Classical, Near Eastern, Religious Studies teaching the Biblical Hebrew introductory courses (1st or 2nd year).
1997 – 2007 – Adjunct Lecturer at the Vancouver School of Theology – developed and taught a curriculum for the Introduction to Biblical Hebrew.
2003 – to date – Modern and Biblical Hebrew instruction at the Jewish Community Centre
2000 – to date – the Vancouver Mini Ulpan, offered now in summer and winter at the Jewish Community Centre
1984 – 2010 – taught Classical and Modern Hebrew to children, youth and adults at different levels and venues including: Vancouver Talmud Torah (elementary and high school), Torah High, and synagogues (Beth Hamidrash, Or-Shalom, Shaarey Tefilah, Beth Israel).
Development of Hebrew Teaching Programs
2011 – published Hinneh – Biblical Hebrew the Practical Way – a text and workbook
2008 – was trained and participated in collecting and developing learning material for advanced learners of Hebrew in Multilingual Advanced Learning On-Line Langnet
2005 – 2007, contributed the Biblical Hebrew chapters to 14 lessons of Shivim Panim (Seventy Faces of Wisdom) developed at the Florence Melton Centre in the Hebrew University
2000 – to date, created, organizes and teaches 3 levels of the Vancouver Mini Ulpan (intensive immersion Hebrew courses)
Articles and Presentations
Rahel Halabe is program developer and instructor of Biblical and Modern Hebrew. She is also a translator of Modern Arabic literature to Hebrew. She has applied her Hebrew teaching methods to shaping and teaching courses in both academic and community frameworks. The overlapping fields of communicative Modern Hebrew teaching and translation effectively enrich her Biblical Hebrew pedagogy and methodology, topics on which she has published several articles.
Born and educated in Israel.
1984 – moved to Vancouver, Canada
Academic Background:
2006 – M.Ed. Modern Language Education, Department of Language and Literacy – University of British Columbia, Vancouver
1981 – Translation of Scientific Writings Diploma – Hebrew University, Jerusalem
1974 – High School Teaching Diploma for Arabic as a Second Language – Hebrew University.
1973 – B. A. in Arabic Language and Literature – Hebrew University.
Translation of Arabic Literature into Hebrew:
1982 – to date – Published the translation of 9 books (Lebanese, Palestinians, Egyptians & Sudanese) from Arabic into Hebrew http://www.hebrew-with-halabe.com/arabic-hebrew-translations/.
Hebrew Instruction:
2015/16 – Teaching Modern Hebrew at the School of Foreign Languages, Peking University in Beijing, China.
2008 – 2010, 2012 – 2013 – Adjunct Lecturer at University of British Columbia – Classical, Near Eastern, Religious Studies teaching the Biblical Hebrew introductory courses (1st or 2nd year).
1997 – 2007 – Adjunct Lecturer at the Vancouver School of Theology – developed and taught a curriculum for the Introduction to Biblical Hebrew.
2003 – to date – Modern and Biblical Hebrew instruction at the Jewish Community Centre
2000 – to date – the Vancouver Mini Ulpan, offered now in summer and winter at the Jewish Community Centre
1984 – 2010 – taught Classical and Modern Hebrew to children, youth and adults at different levels and venues including: Vancouver Talmud Torah (elementary and high school), Torah High, and synagogues (Beth Hamidrash, Or-Shalom, Shaarey Tefilah, Beth Israel).
Development of Hebrew Teaching Programs
2011 – published Hinneh – Biblical Hebrew the Practical Way – a text and workbook
2008 – was trained and participated in collecting and developing learning material for advanced learners of Hebrew in Multilingual Advanced Learning On-Line Langnet
2005 – 2007, contributed the Biblical Hebrew chapters to 14 lessons of Shivim Panim (Seventy Faces of Wisdom) developed at the Florence Melton Centre in the Hebrew University
2000 – to date, created, organizes and teaches 3 levels of the Vancouver Mini Ulpan (intensive immersion Hebrew courses)
Articles and Presentations
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Papers by Rahel Halabe
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
In a previous message sent to MIFGASHIM, I suggested that Teaching Hebrew
through Hebrew Children Literature can be not only enjoyable and lively,
but at the same time, a very effective way for transmitting a natural
idiomatic language to our students. Here I would like to raise Hebrew
teachers' awareness to the potential of another important tool: the
Frequent Words List. At first glance this tool might not look as rich and
as exiting as stories and songs, but it actually has the potential of
enabling the students to engage in a meaningful Hebrew conversation and to
approach more interesting and age appropriate texts earlier on.
The purpose of the Frequent Words' List is not to be memorized by the
students. Words on these lists should always be on the teacher's mind.
He/she should try and incorporate them creatively into lessons, games,
posters and into the everyday Hebrew conversation in the class and in the
schoolyard. A conscious use of these words by the teacher will expose the
students regularly to the most common daily vocabulary. It will help them
internalize it and eventually use it both passively while listening and
reading and actively in talking and writing.
Frequent Words Lists (FWL) are used regularly in the teaching of English as
a first language. Remedial teachers use them to drill their students in the
spelling of the most common vocabulary they are likely to need in their
writing. This is not the suggested use of FWL in our case, the Teaching of
Hebrew as a second Language. Here their role is much wider and more
important.
Old Hebrew (Biblical or Modern) textbooks for adults used to teach the
language gradually - from the grammatically easy to the more difficult i.e.
from the 3 consonants Simple Verbs to the Weak Verbs, starting from the Qal
pattern and proceeding slowly to the rest of the Binyanim. This approach
might have a sound linguistic rational, but has not proven satisfactory
when the objective is an active daily use of the language. The reason for
this if we continue with the above verbs' example, is the fact that many of
the common verbs are not Simple Verbs and some are not necessarily Qal
verbs.
The approach today in both the introduction to Biblical Hebrew and in
Israeli ulpanim regarding teaching Modern Hebrew is much more pragmatic.
Lessons are planned based on frequency rather than on difficulty. The very
frequent verbs, nouns, syntactic structures etc. are introduced earlier on,
even if grammatically more difficult to grasp. An ulpan student is in a
short time exposed to a relatively wide realistic picture of the language
and is expected to apply it right away.
This pragmatic approach is supported by the fact that in Hebrew as in all
other languages, a relatively small group of frequent words accounts for a
surprisingly high percentage of the total word count, the words in actual
use. As statistics for Hebrew are hard to find, and assuming they do not
differ much, allow me to quote numbers describing the Canadian Elementary
School WFL:
The first 100 most frequent words account for about 59% of the total word
count.
The first 500 most frequent words account for about 80% of the total word
count.
The first 1000 most frequent words account for about 87% of the total word
count.
The picture described is quite striking. It means that the number of times
each of these very frequent words is used is many folds greater than other
less frequent words which are used significantly fewer times or rarely. A
child is more likely to use or encounter words such as: 'want', 'say'
or 'play' many times a day, but only seldom come across a word
like 'maneuver'.
Prof. Shlomo Haramati in his book 'Havanat haNikra baSiddur uvaMikra'
(Jewish Agency, Department for Religious Education and Culture in the
Diaspora 1983) presents 4 Frequency lists: Biblical, Genesis, Siddur and
Modern Hebrew. His analysis and comparison of these lists are invaluable
for the Hebrew school teacher. He found that there is a great over lap
between Biblical and the Modern Hebrew lists:
88% of the Biblical FWL are among the Modern FWL.
This means that by laying a good foundation to any of these two parts of
the Hebrew school curriculum, we are simultaneously helping in doing the
same for the other. Basic roots dealing with eating, drinking, walking,
listening etc. are of the first on both Biblical and Modern FWL. They are
most important in understanding a Biblical story as in conducting a simple
everyday conversation. As teachers we should therefore study these lists
and be diligent in including words listed on them (verbs, nouns,adjectives,
prepositions etc.) in our interaction with the students. If we are alert
and ready to use our creativity, we will find that the opportunities to use
this vocabulary are abundant. Heard again and again on a daily basis these
words will turn to be very familiar. First they will be familiar enough for
the student to recognize them while reading and listening. Eventually the
student will also find them available for active speech and later for
writing as well.
Prof. Haramati suggests: 1172 words for the Biblical list, 279 words for
the Genesis list, 556 words for the Siddur list and 1072 for the general
Modern Hebrew reading list.
Considering the great overlap his suggested overall list consists of only
1736 words.
Teaching this number of words is a goal that can certainly be achieved in
the first grades of elementary school, leaving the later grades for
expansion and enrichment of students' vocabulary and for its actual use in
more advanced and complex subjects.
Prof. Haramati's lists still have great potential as teaching aids, but a
more updated tool reflecting current use is needed as well. The Modern
Hebrew FWL offered in Haramati's book is already 20 years old and based
only on texts used in elementary Hebrew schools in the Diaspora. It is not
a list of frequent words in a modern child's world. Haramati's list is
therefore lacking the Hebrew words for: ball, computer, car, airplane,
space, movie, exam.... just to mention a few. I am not aware of a Hebrew
FWL based on the vocabulary encountered by Hebrew speaking Israeli children
in their day-to-day conversations, readings, interaction and interests in
general.
I would greatly appreciate it if any of MIFGASHIM readers could direct me
to any such lists if they do exist.
Hebrew schools teachers in the Diaspora need the FWL in order to help them
focus and work more effectively towards their objectives in transmitting
the language to their students. It allows them to carefully choose and
emphasis the vocabulary they want to present, offer it in reasonable order,
prioritize and apply it in every possible way to facilitate students'
maximum exposure. In the meantime, until such lists are found or produced
through scholarly and statistically valid work, I would like to encourage
teachers to create their own class or their own school FWL. You can start
from Prof. Haramati's lists or from glossaries in modern Hebrew Ulpan books
for adults (i.e. Ivrit min haHathala). You can even use your students'
first language FWL (English, Spanish...) and translate it. Such lists will
serve as a base to be sifted through, added to and adapted as needed.
Teachers should also be aware of frequent syntactic structures and other
grammatical patterns, and try to transmit them early on together with the
frequent words. This subject may deserve a separate discussion.
Students’ mastery of the basics is the most important step for their future
progress in language acquisition. Hebrew is a key not only to their
spiritual and cultural tradition but also to understanding Israel
connecting with Israelis. Hebrew Frequent Words Lists can help ensure
students’ solid foundation of Hebrew and their continuing interest and
enthusiasm in full Hebrew usage.
-----------------------------------------------------------
__________________________________________________________________________
__________________________________________________________________________
The Mifgashim List is a project of
The Rabbi Joseph H. Lookstein Center for Jewish Education in the Diaspora
The School of Education, Bar Ilan University
(2005). The Double role of Illustrated Stories in the Additional Language Beginners’ Course
which can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/the-double-role-of-illustrated-stories-in-the-additional-language-beginners-course/
Hebrew Children’s Literature and the Adult Learner of Hebrew (2005).
It can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/
For a more detailed discussion [in English] of each of the 4 stories mentioned in the above article, please click on the following links:
1. Avner Katz – And then the Turtle Built a House
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%95%D7%90%D7%96-%D7%94%D7%A6%D7%91-%D7%91%D7%A0%D7%94-%D7%9C%D7%95-%D7%91%D7%99%D7%AA/
2. Lea Goldberg – A Flat for Rent
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%93%D7%99%D7%A8%D7%94-%D7%9C%D7%94%D7%A9%D7%9B%D7%99%D7%A8-%D7%9C%D7%90%D7%94-%D7%92%D7%95%D7%9C%D7%93%D7%91%D7%A8%D7%92-flat-for-rent-lea-goldberg/
3. David Grossman – Itamar Walks on Walls
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%90%D7%99%D7%AA%D7%9E%D7%A8-%D7%9E%D7%98%D7%99%D7%99%D7%9C-%D7%A2%D7%9C-%D7%A7%D7%99%D7%A8%D7%95%D7%AA-%D7%93%D7%95%D7%93-%D7%92%D7%A8%D7%95%D7%A1%D7%9E%D7%9F/
4. Rivkah Elitsur – Yonathan and Little Grandpa
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%99%D7%95%D7%A0%D7%AA%D7%9F-%D7%95%D7%A1%D7%91%D7%90%D7%A7%D7%98%D7%9F-%D7%A8%D7%91%D7%A7%D7%94-%D7%90%D7%9C%D7%99%D7%A6%D7%95%D7%A8/
Parents Introducing their Children to Hebrew: A Second Language for Both Generations. (2005). which can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/parents-introducing-their-children-to-hebrew-a-second-language-for-both-generations/
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
http://www.hebrew-with-halabe.com/%d7%97%d7%95%d7%9e%d7%a8%d7%99-%d7%90%d7%95%d7%9c%d7%a4%d7%9f-%d7%a7%d7%a6%d7%a8-%d7%a2%d7%9d-%d7%a8%d7%97%d7%9c-%d7%97%d7%9c%d7%91%d6%bc%d6%b5%d7%94/
In a previous message sent to MIFGASHIM, I suggested that Teaching Hebrew
through Hebrew Children Literature can be not only enjoyable and lively,
but at the same time, a very effective way for transmitting a natural
idiomatic language to our students. Here I would like to raise Hebrew
teachers' awareness to the potential of another important tool: the
Frequent Words List. At first glance this tool might not look as rich and
as exiting as stories and songs, but it actually has the potential of
enabling the students to engage in a meaningful Hebrew conversation and to
approach more interesting and age appropriate texts earlier on.
The purpose of the Frequent Words' List is not to be memorized by the
students. Words on these lists should always be on the teacher's mind.
He/she should try and incorporate them creatively into lessons, games,
posters and into the everyday Hebrew conversation in the class and in the
schoolyard. A conscious use of these words by the teacher will expose the
students regularly to the most common daily vocabulary. It will help them
internalize it and eventually use it both passively while listening and
reading and actively in talking and writing.
Frequent Words Lists (FWL) are used regularly in the teaching of English as
a first language. Remedial teachers use them to drill their students in the
spelling of the most common vocabulary they are likely to need in their
writing. This is not the suggested use of FWL in our case, the Teaching of
Hebrew as a second Language. Here their role is much wider and more
important.
Old Hebrew (Biblical or Modern) textbooks for adults used to teach the
language gradually - from the grammatically easy to the more difficult i.e.
from the 3 consonants Simple Verbs to the Weak Verbs, starting from the Qal
pattern and proceeding slowly to the rest of the Binyanim. This approach
might have a sound linguistic rational, but has not proven satisfactory
when the objective is an active daily use of the language. The reason for
this if we continue with the above verbs' example, is the fact that many of
the common verbs are not Simple Verbs and some are not necessarily Qal
verbs.
The approach today in both the introduction to Biblical Hebrew and in
Israeli ulpanim regarding teaching Modern Hebrew is much more pragmatic.
Lessons are planned based on frequency rather than on difficulty. The very
frequent verbs, nouns, syntactic structures etc. are introduced earlier on,
even if grammatically more difficult to grasp. An ulpan student is in a
short time exposed to a relatively wide realistic picture of the language
and is expected to apply it right away.
This pragmatic approach is supported by the fact that in Hebrew as in all
other languages, a relatively small group of frequent words accounts for a
surprisingly high percentage of the total word count, the words in actual
use. As statistics for Hebrew are hard to find, and assuming they do not
differ much, allow me to quote numbers describing the Canadian Elementary
School WFL:
The first 100 most frequent words account for about 59% of the total word
count.
The first 500 most frequent words account for about 80% of the total word
count.
The first 1000 most frequent words account for about 87% of the total word
count.
The picture described is quite striking. It means that the number of times
each of these very frequent words is used is many folds greater than other
less frequent words which are used significantly fewer times or rarely. A
child is more likely to use or encounter words such as: 'want', 'say'
or 'play' many times a day, but only seldom come across a word
like 'maneuver'.
Prof. Shlomo Haramati in his book 'Havanat haNikra baSiddur uvaMikra'
(Jewish Agency, Department for Religious Education and Culture in the
Diaspora 1983) presents 4 Frequency lists: Biblical, Genesis, Siddur and
Modern Hebrew. His analysis and comparison of these lists are invaluable
for the Hebrew school teacher. He found that there is a great over lap
between Biblical and the Modern Hebrew lists:
88% of the Biblical FWL are among the Modern FWL.
This means that by laying a good foundation to any of these two parts of
the Hebrew school curriculum, we are simultaneously helping in doing the
same for the other. Basic roots dealing with eating, drinking, walking,
listening etc. are of the first on both Biblical and Modern FWL. They are
most important in understanding a Biblical story as in conducting a simple
everyday conversation. As teachers we should therefore study these lists
and be diligent in including words listed on them (verbs, nouns,adjectives,
prepositions etc.) in our interaction with the students. If we are alert
and ready to use our creativity, we will find that the opportunities to use
this vocabulary are abundant. Heard again and again on a daily basis these
words will turn to be very familiar. First they will be familiar enough for
the student to recognize them while reading and listening. Eventually the
student will also find them available for active speech and later for
writing as well.
Prof. Haramati suggests: 1172 words for the Biblical list, 279 words for
the Genesis list, 556 words for the Siddur list and 1072 for the general
Modern Hebrew reading list.
Considering the great overlap his suggested overall list consists of only
1736 words.
Teaching this number of words is a goal that can certainly be achieved in
the first grades of elementary school, leaving the later grades for
expansion and enrichment of students' vocabulary and for its actual use in
more advanced and complex subjects.
Prof. Haramati's lists still have great potential as teaching aids, but a
more updated tool reflecting current use is needed as well. The Modern
Hebrew FWL offered in Haramati's book is already 20 years old and based
only on texts used in elementary Hebrew schools in the Diaspora. It is not
a list of frequent words in a modern child's world. Haramati's list is
therefore lacking the Hebrew words for: ball, computer, car, airplane,
space, movie, exam.... just to mention a few. I am not aware of a Hebrew
FWL based on the vocabulary encountered by Hebrew speaking Israeli children
in their day-to-day conversations, readings, interaction and interests in
general.
I would greatly appreciate it if any of MIFGASHIM readers could direct me
to any such lists if they do exist.
Hebrew schools teachers in the Diaspora need the FWL in order to help them
focus and work more effectively towards their objectives in transmitting
the language to their students. It allows them to carefully choose and
emphasis the vocabulary they want to present, offer it in reasonable order,
prioritize and apply it in every possible way to facilitate students'
maximum exposure. In the meantime, until such lists are found or produced
through scholarly and statistically valid work, I would like to encourage
teachers to create their own class or their own school FWL. You can start
from Prof. Haramati's lists or from glossaries in modern Hebrew Ulpan books
for adults (i.e. Ivrit min haHathala). You can even use your students'
first language FWL (English, Spanish...) and translate it. Such lists will
serve as a base to be sifted through, added to and adapted as needed.
Teachers should also be aware of frequent syntactic structures and other
grammatical patterns, and try to transmit them early on together with the
frequent words. This subject may deserve a separate discussion.
Students’ mastery of the basics is the most important step for their future
progress in language acquisition. Hebrew is a key not only to their
spiritual and cultural tradition but also to understanding Israel
connecting with Israelis. Hebrew Frequent Words Lists can help ensure
students’ solid foundation of Hebrew and their continuing interest and
enthusiasm in full Hebrew usage.
-----------------------------------------------------------
__________________________________________________________________________
__________________________________________________________________________
The Mifgashim List is a project of
The Rabbi Joseph H. Lookstein Center for Jewish Education in the Diaspora
The School of Education, Bar Ilan University
(2005). The Double role of Illustrated Stories in the Additional Language Beginners’ Course
which can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/the-double-role-of-illustrated-stories-in-the-additional-language-beginners-course/
Hebrew Children’s Literature and the Adult Learner of Hebrew (2005).
It can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/
For a more detailed discussion [in English] of each of the 4 stories mentioned in the above article, please click on the following links:
1. Avner Katz – And then the Turtle Built a House
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%95%D7%90%D7%96-%D7%94%D7%A6%D7%91-%D7%91%D7%A0%D7%94-%D7%9C%D7%95-%D7%91%D7%99%D7%AA/
2. Lea Goldberg – A Flat for Rent
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%93%D7%99%D7%A8%D7%94-%D7%9C%D7%94%D7%A9%D7%9B%D7%99%D7%A8-%D7%9C%D7%90%D7%94-%D7%92%D7%95%D7%9C%D7%93%D7%91%D7%A8%D7%92-flat-for-rent-lea-goldberg/
3. David Grossman – Itamar Walks on Walls
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%90%D7%99%D7%AA%D7%9E%D7%A8-%D7%9E%D7%98%D7%99%D7%99%D7%9C-%D7%A2%D7%9C-%D7%A7%D7%99%D7%A8%D7%95%D7%AA-%D7%93%D7%95%D7%93-%D7%92%D7%A8%D7%95%D7%A1%D7%9E%D7%9F/
4. Rivkah Elitsur – Yonathan and Little Grandpa
http://www.hebrew-with-halabe.com/about/articles-presentations/hebrew-childrens-literature-the-adult-learner-of-hebrew/%D7%99%D7%95%D7%A0%D7%AA%D7%9F-%D7%95%D7%A1%D7%91%D7%90%D7%A7%D7%98%D7%9F-%D7%A8%D7%91%D7%A7%D7%94-%D7%90%D7%9C%D7%99%D7%A6%D7%95%D7%A8/
Parents Introducing their Children to Hebrew: A Second Language for Both Generations. (2005). which can be found at:
http://www.hebrew-with-halabe.com/about/articles-presentations/parents-introducing-their-children-to-hebrew-a-second-language-for-both-generations/
Hinneh - Biblical Hebrew the Practical Way is a three-volume, non-intimidating but rigorous introductory textbook thoroughly guiding both teachers and students through the challenges of classical Hebrew. The Hinneh program balances two major demands of an introductory language program: the reflection of the most frequently occurring lexical and grammatical examples, and the sequencing of the material in a way that makes teaching and learning easier.
Hinneh will guide you through original Biblical texts, put them in context, introduce important grammatical concepts in a comprehensive but friendly manner, balance between frequency and learnability, present color coded learning methods, and provide comparative translations and other innovative features.
Color coding has been one of Hinneh’s essential methods of effectively imparting the complex Biblical Hebrew verb system. This method is an extremely useful tool for both instructors and students, helping them to teach and learn Hebrew verbs (stem, form, root group) and enabling students to read verbs in context and soundly interpret them. Throughout volumes I and II (the paperback edition or e-book, instructors are advised to present the verb stem paradigms, printed on sheets of different colors, to their students, while the students, as they progress, manually highlight verbs of the different root groups following an assigned color scheme in the fully conjugated lists of frequently occurring verbs. Students have found this color coding method highly successful when internalizing the complexity of the material.
This Hinneh Tool Box includes detailed parsing charts of different categories and levels, many Tools related to possessive suffixes, nouns, prepositions, adjectives, fully declined frequently occurring biblical vocabulary lists, and more.
The Hinneh E-Tool Box offered here has now been updated to integrate the color coded verb Tools: 7 verb stem paradigms, 15 frequently occurring verbs of 5 stems in all forms.
The same new color E-Tool Box is also included in the online full set of Hinneh - Biblical Hebrew the Practical Way
For more on presentation of the verb system in Hinneh program, please see Realistic and Effective Practice and Assessment System for the Biblical Hebrew Introductory Course (scroll down to pages139-143) and Presentation of the Hebrew Verb System in the Classroom.
Hinneh is a textbook (as well as a workbook) that offers an innovative curriculum for the introduction of Biblical Hebrew. The program balances two major demands of an introductory language program: the reflection of the most frequently occurring lexical and grammatical examples, and the sequencing of the material in a way that will allow for easier teaching and learning. Attention is given to the presentation of the broad picture of how Biblical Hebrew behaves, as well as to imparting the most efficient and effective skills and tools which will allow students to access straight-forward Biblical texts early on.
Hinneh is available in both print and E-Book editions.
In vocabulary there is a partial albeit, significant overlap, especially in common words. Good familiarity with biblical and new common vocabulary, and especially the overlapping words, is important for good learning in both. Frequent words lists are an important tool for imparting vocabulary. Such lists for Biblical Hebrew exist and are valid. It is time to update old Modern Hebrew lists for school children (in Israel and the Diaspora) so that they reflect what is said and written today.
צורות הפועל ההמקראי זהות כמעט לאלה שלנו היום, אך ה'זמנים' שעליהם הן מורות, שונים מאלה שבעברית המודרנית, 'נזילים' יותר, והבנתם מותנית לא פעם בהקשר. טיפוח הכרות טובה עם הפועל בשעורי העברית יכול לחזק את הנלמד בשעורי התנ"ך, אבל גם להקשות. תאום בין שתי החטיבות האלה ישפר את ההשגים כאן וכאן.
באוצר המלים, קיימת חפיפה חלקית, אם כי משמעותית ביותר בעיקר במלים השכיחות. ידיעה טובה של השכיח בעברית המקראית והחדשה, ובמיוחד החופף ביניהן’ חשוב ללמידה טובה בשתיים. רשימות שכיחות לאוצר מלים הן כלי חשוב ביותר בהקניית אוצר מלים. רשימות שכיחות לעברית המקראית קיימות ותקפות. הגיע הזמן לעדכן את הרשימות הישנות לעברית המודרנית לתלמידי בתי הספר (בארץ או בתפוצות) כדי שישקפו את מה שנאמר ונכתב עכשיו.
צורות הפועל ההמקראי זהות כמעט לאלה שלנו היום, אך ה'זמנים' שעליהם הן מורות, שונים מאלה שבעברית המודרנית, 'נזילים' יותר, והבנתם מותנית לא פעם בהקשר. טיפוח הכרות טובה עם הפועל בשעורי העברית יכול לחזק את הנלמד בשעורי התנ"ך, אבל גם להקשות. תאום בין שתי החטיבות האלה ישפר את ההשגים כאן וכאן.
באוצר המלים, קיימת חפיפה חלקית, אם כי משמעותית ביותר בעיקר במלים השכיחות. ידיעה טובה של השכיח בעברית המקראית והחדשה, ובמיוחד החופף ביניהן’ חשוב ללמידה טובה בשתיים. רשימות שכיחות לאוצר מלים הן כלי חשוב ביותר בהקניית אוצר מלים. רשימות שכיחות לעברית המקראית קיימות ותקפות. הגיע הזמן לעדכן את הרשימות הישנות לעברית המודרנית לתלמידי בתי הספר (בארץ או בתפוצות) כדי שישקפו את מה שנאמר ונכתב עכשיו.