A5035070493- Language Development and Disorders
- Reading and Literacy Development
- Neurobiology of Language and Bilingualism
- EFL/ESL Teaching and Learning
- Second Language Learning and Teaching
- Collaborative Teaching and Inclusion
- Reflective Practices in Education
- Teacher Education and Leadership Studies
- Multilingual Education and Policy
Kibbutzim College of Education, Technology and the Arts
2017-2023
Karlsruhe University of Education
2019
Bar-Ilan University
2011
This article investigates the cross-linguistic comparability of newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic...
Bilingual language development is different from monolingual development. The lack of appropriate assessment tools geared to the bilingual population has led inaccurate over-diagnosis children with typical (TLD) as Developmental Language Disorder (DLD) and under-diagnosis DLD. present paper addresses this challenge by focusing on Hebrew a second (L2) preschool whose first (L1) either English or Russian, taking into consideration both chronological age (CA) onset bilingualism (AOB). This...
AbstractThis article presents an extended telecollaboration practice, hereafter ETP, which has taken place since 2015 between pre-service teachers of English as International Language (EIL), studying in their respective institutions Israel and Germany. Both partners this collaboration come from countries where the need for a culturally relevant pedagogy is acutely felt linguistic ethnic diversity are daily challenge school teachers. This study explored effects ETP on participants’ sense...
This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language (CLT) framework. Participants included 221 EFL teachers, who were during the years 2013-2018 in different grades schools throughout Israel. graduates teacher training programs colleges universities Non-Native Speaking Teachers (NNEST) Native (NEST).An on-line, self-report survey designed specifically for this contained three...
Objectives: Object wh-questions are more difficult for monolingual children to comprehend than subject questions. Especially object- which questions that appear be significantly both (object/subject) who and subject- Our research examines the manifestation of this difficulty among bilingual preschool (L1-English, L2-Hebrew) as compared with their Hebrew peers, exploring two languages bilinguals. Approach: Using a character selection task, empirical goal study is analyze differences between...