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Identity and Second Language Learning: The Case of a Druse Minority Learning Hebrew as a Second Language

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The identity of Israeli-Druse minority students was studied through their language learning. Their reading comprehension in Hebrew as a second language as related to their attitudes and cultural background was investigated. Students were administered attitude questionnaires, Arab and Jewish cultural stories and ten multiple-choice comprehension questions about each story. All the students were openly interviewed about their feelings toward Israeli society, Hebrew language and the service in the Israeli army. The results indicated strong positive attitudes toward learning Hebrew and toward Israeli society. However, the students revealed higher performance in reading the culturally Arab stories than the culturally Jewish stories.
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Document Type: Research Article

Affiliations: University of Haifa

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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