| Abstract: | “It seems that until now all the effort of teaching Hebrew in the United States has been channelled toward one aim, strengthening and serving the Jewish identity of the learners. Unfortunately, for the most part, Hebrew has been taught as an authoritative language, that is, as a language that approaches from the outside…. It is a language with a certain power over us within certain contexts such as the synagogue or a number of life-cycle events, but it is at the same time a language which when displaced from these contextual situations loses its power…” (Bekerman, 1987, p. 6) |
