(a) Hebrew is Hebrew. Although ivrit b’ivrit (Hebrew in Hebrew) is an unrealistic approach for teaching in a supplementary school, Hebrew cannot be presented as if it were a secret code based on English syntax or the Latin alphabet. In particular, teachers should not teach any Hebrew letter as the equivalent of an English letter.
(b) Hebrew decoding is phonetic. Even native speakers of Hebrew learn to read by phonetic methods. Particularly in the absence of cultural and linguistic context, approaches that rely on whole-word recognition fail in Hebrew. The methodology used in supplementary schools builds on the students’ secular-school language arts and requires that they have developed transferable skill in phonetic reading in English before attempting to decode Hebrew.
(c) Language precedes reading. While courses such as “French for Reading Knowledge” exist and are often effective for adults, children through the age at which supplementary schools traditionally taught Hebrew decoding retain substantial capacity for natural language acquisition. Students learn to read their native languages through the reading of simple words that they already understand and use in speech. Thus, the creation of a Hebrew vocabulary context should precede formal decoding instruction, so that as students begin to read, they encounter words that they have already learned orally.
(d) “Direct instruction” is more effective than explanation. With children, Hebrew vocabulary should be taught by showing an object (or a picture, if the object cannot be brought into the classroom) or demonstrating an action, and saying its name. As much as possible, the teacher should avoid using the English word in teaching the Hebrew word. For example, it is better to use a stuffed toy dog to teach kelev than to say, “Kelev means dog.”
(e) Mnemonics are more trouble than they’re worth. In general, children can learn Hebrew letters and words on their own terms: the letter tav has the sound that it has because it’s tav, not because it has a toe sticking out, and teaching an unnecessary mnemonic tends to impede rather than facilitate mastery. Even worse, when a teacher intones, “Mi is who, hu is he, and hi is she,” students are likely to hear it as “Me is hu, who is hi, and he is shi” (swapping the Hebrew and English words), or just mix them all together and conclude that there is no hope of learning it.
