Early Language Education in Israel

Abstract

The present chapter discusses the significant contributions of Israeli scholars and educators in the field of early bilingual education. It starts with a brief summary of the history of the first Israeli kindergartens, as well as insights into the vitally important lessons that can help modern educators build a healthy pedagogical approach to early bilingual education. Next, an analysis of current practices in Israeli bilingual preschools reveals that these institutions answer the educational needs of diverse bilingual environments that stem from different sociolinguistic situations: (a) Hebrew-Arabic preschools that educate children from two ethnic groups; (b) preschools for fostering balanced bilingualism in Hebrew and the heritage language of an immigrant group; and (c) preschools promoting early Hebrew-English bilingualism for social and academic success in the global world. Each setting has its own unique challenges related to the status of each language involved in these bilingual patterns. In addition to preschools, this chapter describes extracurricular summer and after-school activities sustaining early bilingualism in Israel. Thirdly, the significant contribution of Israeli research into the field of language impairments and bilingualism is discussed. Finally, the chapter presents the rapidly developing field of Family Language Policy (hereafter FLP) and discusses communities of families that create a supportive network for early bilingual education. The chapter identifies further research desiderata and calls for bridging the gap between sociolinguistic research and actual pedagogical practices in early bilingual education in Israel.KeywordsEarly bilingual educationLanguage managementLanguage ideologyTwo-way language programsLanguage separation modelsHeritage languageFamily language policyBilingual children with SLI