Hebrew Study Abroad
As a "melting pot" of numerous and varied cultures brought over by Jews
immigrating to it, Israel has had extensive experience with intensive
instruction of Hebrew to speakers of other languages. With the massive
influx of new immigrants to the new Jewish state from Europe and from
other countries in the Middle East and from Africa, as well as from the
Americas, the government felt that it was necessary to provide regular,
intensive instruction of the language, and to do so all over the
country - from the cities to the smaller towns and villages, as well as
in the kibbutzim. These intensive Hebrew language schools were named
ulpanim (singular ulpan). Although their primary function has been to
teach adult immigrants to Israel the basic skills of speaking, writing,
reading and listening, they also incorporate a strong component of
culture. And even though they were initially introduced as vehicles for
facilitating speedy integration of immigrants to Israeli society, their
target population later expanded into the foreign student body. Today,
every major ulpan, primarily at the university but in other locations
as well (ulpanim run by the Jewish Agency, by municipal authorities, by
kibbutzim, and numerous private ones) has a significant number of
foreign students among it clientele.
Here are sample impressions from visits in a number of Israeli ulpanim
(intensive Hebrew school) conducted in Israel by Shmuel Bolozky in
January 2007 and May 2008, with some help from Noemi Schwarz and
Benjamin Hary.
Ulpan Akiva, P. O. B. 6086, Netanya 42160, Israel, Tel. 972-9-835-2312/3, Fax 972-9-8652919, http://www.ulpan-akiva.org.il, e-mail: ulpanakv@netvision.net.il
This ulpan is not associated with any university; it is a private
non-profit institute that has been operating from the early 1950s,
under the academic supervision of the Israeli Ministry of Education,
but with its own Board of Trustees and a general manager. Its clientele
ranges from new immigrants to tourists to foreign students, all
learning together happily and harmoniously according to proficiency
level, regardless of age. It is unique in that, like the famous
Middlebury College, it functions as a "boarding school," where any
student who does not insist on commuting is given the opportunity to
live there 24/7, eating and sleeping there kibbutz-style, and to enjoy
a variety of cultural activities and experiences well beyond the
classroom, all designed to enrich and reinforce his/her proficiency in
Hebrew. A typical session lasts 25 days, and costs $2,900, board and
lodging included, but universities sending their students there can
negotiate up to a 35% discount. Students coming for longer periods have
other opportunities for stipends that may be available to them through
certain funding institutions.
Strong points:
*Opportunity for total immersion, enriched by cultural activities and experiences that promote proficiency.
*Emphasis on oral proficiency, although other proficiencies are covered as well.
*A relaxed, supportive atmosphere, with opportunities to interact with
students from other backgrounds and culture - mostly in Hebrew.
*Although the facilities are old, complete renovation is planned. They
even include a swimming pool and gym. The ulpan is located close to the
beach.
Emeq Ha-Yarden Ulpan
Located at the Tsemach Regional Council of the Jordan Valley, this
ulpan is typical of intensive Hebrew schools established and run by the
Israeli government and its Ministry of Education. Students (mostly new
immigrants, but overseas students and tourists as well) commute to
campus, either from their residence in an urban center like Tiberias,
or - more commonly - from rooms assigned to them in neighboring
kibbutzim. Oral proficiency is at the center of instruction, but at the
same time, teachers skillfully incorporate writing, reading and
listening, while still maintaining the emphasis on oral communication.
The international atmosphere in class is very pleasant, and students
enjoy considerable individual attention. Typical sessions are 5 months
long. The tuition is reasonable, and some fellowships may be available.
The somewhat-secluded location allows concentration on the language
without too many distractions.
The Tel Aviv University Ulpan, http://www.telavivuniv.org/ulpan.aspx
There are two streams at the Tel Aviv University Ulpan: one for
overseas students visiting TAU for a limited period to study Hebrew,
the other a preparatory program for new students registered for some
regular university course of studies, who need to acquire basic skills
that would allow them to take university courses in Hebrew (new
immigrants, native Israelis requiring remedial Hebrew, and overseas
students who are registered for any mainstream courses). The ulpan is
located in a huge dorm complex right next to campus, which constitutes
an island of tranquility in the heart of Tel Aviv, with easy access to
everything this exciting city has to offer. The dorm space is large
enough to allow overseas students to share rooms with Israeli students - a real linguistic advantage. The preparatory classes Bolozky attended
were taught by very professional teachers (TAU is one of the only
campuses in which research in applied linguistics is conducted), and he
reports that the level of the students, in all types of proficiency,
was amazing. Courses are available during each semester, as well as in
the summer and during the winter break, and tuition ranges between
$450-1500, depending on length of course.
Ben-Gurion University Ulpan, http://web2.bgu.ac.il/CISP/
Located in the "capital of the Negev," Be'er Sheva, south of which is
mostly desert, Ben-Gurion University is Israel's fastest growing
university, where many departments enjoy international acclaim and
reputation. It is also considered to be one of Israel's most pleasant
and most welcoming campuses. As in other campuses in Israel, courses
are available during each semester, as well as in the summer and during
the winter break, but except for the summer, classes are smaller, and
students consequently get closer individual attention. They are also
more likely to share dorm rooms with Israelis, which clearly
contributes to improved oral proficiency. There are less outside
distractions in a city like Be'er Sheva, which may also - inadvertently - result in more attention being paid to one's studies. At the same
time, there is a special unit in the Overseas Student Program that
provides a myriad of social and entertainment activities all year long,
ranging from folk dancing and visits to shows, to extensive trips, even
jeep tours of the desert and visits to Bedouin attractions. As in other
ulpanim, Bolozky reports that he was very impressed with the students'
level of proficiency; the results were invariably good, regardless of
the various teaching methodologies actually used by individual teachers.
The Hebrew University's Ulpan, http://overseas.huji.ac.il/academics.asp?cat=24&in=0
The HU ulpan is part of the Overseas Students Program at the Rothberg
International School. It is a large program, with the 5-week summer
ulpan alone hosting 800 students, and its teachers are very experienced
and highly professional. Bolozky reports that the students observed
there were probably the most proficient of all the ones he met during
his visits. The HU ulpan has also been developing sophisticated
Internet-based instructional programs available to everyone, which
students use mostly on their own, including movies with related
comprehension and grammar drills. They completed a set of listening
comprehension CDs with accompanying workbooks, which emphasize the
role of intonation and cultural cues, as well as interviews with
authors, some adapted plays, etc. There are many afternoon and evening
programs, as in other ulpanim, and overseas students have the option of
residing with Israeli students if they wish to.
The University of Haifa's Ulpan, http://overseas.haifa.ac.il/programs.asp?dict_id1=3&a=a1
The University of Haifa Ulpan provides an excellent opportunity for
total immersion in the language, and foreign students are strongly
encouraged to share rooms with Israeli ones at the residence halls. The
Overseas Students courses are open to Israelis, and foreign students
can take any general course if their Hebrew proficiency is adequate
which promotes collaboration and sharing between Israeli and foreign
students (e.g., in a typical arrangement, an Israeli student takes
lecture notes, an American teammate summarizes or translates assigned
articles in English). Since there is no meal plan, Israeli and foreign
students cook their meals together in the dorm, which further promotes
the interaction between them. Strong emphasis is put on community
service. The program is particularly anxious to tailor its offerings in
language and culture to the specific needs of different student groups
(e.g., heritage speakers are given intensive, two week training to
prepare them for integration in regular Hebrew classes appropriate for
their level), and efforts are made to enhance the cohesion of the class
in both academics and social activities. The instructors are keen on
maintaining a careful balance between skill, grammar and content,
without concentrating on one at the expense of the other. Whereas in
some other ulpanim, the more experienced teachers stay during the year,
and substitute ones fill in at the intensive summer ulpan, the
University of Haifa places its best and most experienced instructors in
the summer setting. There is also interaction with learners of other
languages, such as Arabic (which is one of the strengths of the
University of Haifa foreign language program), and some of the foreign
language and cultural experiences are shared. There are special events
planned, and the educational/cultural trips are often led by Hebrew
teachers who are also certified tourist guides.
Ulpan Etzion, Jerusalem, http://www.jafi.org.il/aliyah/abscenters/abscentlist/ulpanetzion/index.asp
Ulpan Etzion is the first intensive Hebrew teaching program established
by the State of Israel (1949), to facilitate the integration of new
immigrants, residents as well as non-residents; most of them are
academics, or students planning to study in Israel. New immigrants
admitted into the program are fully supported by the Israeli
government. The ulpan is located in the Baq`a neighborhood of
Jerusalem. Students are divided into four levels (A-D), and lessons are
held for five hours a day, five days a week for a period of five
months. All four proficiency areas are addressed in class, but the mix
of students from different backgrounds, and the fact that some of them
already work in the community, assures a high level of oral
proficiency. Extra-curricular and cultural activities also contribute
to better proficiency and social integration.
For a description of various ulpanim in Jerusalem, see Morris Rosenthal's survey at http://www.fonerbooks.com/ulpan.htm.
Ulpan Ma`ale, Tel Aviv
Like Ulpan Etzion, this is a government-supported program, with a
five-month program, mostly for new immigrants, but non-immigrants may
enroll as well (some fees apply to the latter). Immersion, with strong
emphasis on oral proficiency, is again a strong asset here, as is the
interaction with a multi-cultural and multi-lingual student community
which, in addition to the cultural benefits, also forces the students
to communicate only in Hebrew. The ulpan is located in southern Tel
Aviv, in the Hatikva neighborhood, adjacent to the colorful, exciting
Hatikva market, and enjoys other advantages offered by the City of Tel
Aviv-Yafo.
The above are just a few of the numerous ulpanim you will find in
Israel; the sampling above, although somewhat representative, is just
"drop in the sea," and reflects accidental opportunities that arose
while we visited Israel. There has been no intention on our part to
either exclude or over-privilege any programs, and we will try to add
to the list when we have had an opportunity to visit additional ones.
As already noted above, in a country established to absorb Jewish
immigrants from all over the world, the teaching of Hebrew has always
been regarded a priority, and has enjoyed considerable state support.
To suit the needs of immigrants, ulpanim have been opened in some of
the most remote areas, regardless of size of settlement. This tradition
has also benefited the universities. But teaching style at the various
ulpanim is not uniform. At the major universities, the goals tend to be
more academic than they are in non-university ulpanim, where greater
emphasis is placed on pragmatic use of the language. Particular ulpanim
tend to use a set of textbooks that had been prepared by veteran
teachers for their respective institutions, and other teachers are
instructed to use the same. They do, however, supplement the textbooks
with current materials drawn from newspapers and the Internet, with
recordings of authentic language materials, with video clips and
movies, etc. In other institutions there tends to be greater variety of
teaching materials. The attention given to the four different types of
proficiency is not always uniform, and occasionally instruction is
geared towards systematic covering of grammatical topics rather than to
general proficiency goals. Nevertheless, regardless of methodology and
specific approach, the level of proficiency reached is always higher
than what is ever achieved when taking similar courses in the US "to
some extent because of the better quality of instruction, but mostly
because the opportunity for using language outside of the classroom" does the trick. On the whole, differences in style of instruction and
pedagogical approach are less important than the effort made by each
individual learner to apply himself/herself to actively use the
language. It is therefore highly recommended that you make every effort
to enroll in an intensive language program abroad.
Thus, when choosing an intensive overseas foreign language program, students should pay particular attention to:
*The total number of hours of daily instruction; the larger the number, the greater the immersion.
*The likelihood of the target language being the sole medium of
instruction and communication, within the classroom and beyond (at the
dorm, in the community, etc.).
*Opportunities for cultural exposure: communal activities, educational
trips, visits to museums and other cultural institutions; viewing films
in the target language and attending performances (theatrical, musical,
etc.), volunteering for community work, etc. These not only increase
cultural awareness and understanding, but also provide additional
opportunities to communicate in the language.
*Checking evaluations, if any are available, of the quality of
instruction at a specific institution, and in particular, comparing
data on actual performance of past students, before entering the
program and on exiting it. The most reliable information would be from
external evaluations, particularly when provided by recognized testing
bodies, but internal data can be valuable as well. Regardless of the
methodology used, what ultimately matters is progress in proficiency.