Abstract
This article examines the impact of illustrations and images in the Hebrew textbooks on the students’ understanding of the texts, and the extent of using details out of these illustrations in the process of understanding of the written text, furthermore, their impact on developing imagination and discussions on the basis of these drawings within class. The Arab students begin to learn Hebrew in the third grade, after spending the last two first years in studying their native language, a process which involves great efforts, for the gap between the Arab spoken language and the literary one is great. By the time the students begin to learn Hebrew as a second language, most teachers use a variety of illustrative tools in order to demonstrate tasks and material. The use of images to describe words is the first stage, then using of illustration to present the text’s subject, becomes the next phase. In this phase, the illustrations mediate between the student and the textbook, replacing the role of words and enable the students, who are not capable of using the Hebrew language quite good yet, to learn the new words. This study examines the relation between illustrations and textbooks through Hebrew class observations and interviewing of the students in the third and fourth grades in the “Terra Santa School” at Acre.
Highlights
This study examines the relation between illustrations and textbooks through Hebrew class observations and interviewing of the students in the third and fourth grades in the “Terra Santa School” at Acre
3) The course of study: a) A selection of text for 2 groups. b) A division of groups into 4—each of the 2 groups get a text adjusted to their age, 2 groups receive a text without illustrations, and the two other groups a text with illustrations. c) Selection of illustrations from the textbooks, the groups are required to develop a text by the illustration that had been given to each group. d) Each group is guided by students of the Academic Arabic College of the Hebrew language and literature in Haifa
The second group was given the questions basing on the text and the colored illustration (Figure 1), as it appears in the textbook
Summary
Children’s pedagogical, social or national oriented stories might contain dual messages in their images and symbols, hidden or open, in order to convey the massage (Faraj Falah, 2013). The illustrated, printed book is a direct development of handwritten manuscripts and The Media in the past, and writing was evolved through drawing and translated into visual images on decorated manuscripts on walls in hieroglyphs, in which the writing is determined by the direction people and animals look at. The reform accelerated at the end of the 18th century and at the beginning of the 19th century, mostly in Anglo-Saxon countries, in the course of the social spin that has taken over Europe mostly, with wider aesthetic and didactic aspects (Gonen, 2013)
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