Titlebook: Elective Language Study and Policy in Israel; Malka Muchnik,Marina Niznik,Tania Gluzman Book 2016 The Editor(s) (if applicable) and The Au

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The Present Research,es. The qualitative part included an assessment of the teaching programs and matriculation exams, carried by external experts, an examination of the textbooks used at school, and semi-structured in-depth interviews with students and teachers of the four languages.

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Teaching Materials,for Spanish does not fit the demands of the twenty-first century. The textbooks for both languages are printed abroad, and the main recommendation is to have Israeli publications to optimize the learning process.

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Book 2016licy and the way languages are studied from the point of view of students, teachers, schools and curricula. Language in Israel is a loaded concept, closely linked to ideological, political, and social issues. The profound changes in language policy in the West along with two large waves of immigrati

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Characterization of Nanomaterials,aching at Israeli schools, but have difficulty in coping with teaching methods and educational environments. In this case too, there was a difference between the teachers of the heritage languages, who often taught before emigrating, and the teachers of the foreign languages, for whom teaching was mostly a new profession.

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Interviews with Students and Teachers,aching at Israeli schools, but have difficulty in coping with teaching methods and educational environments. In this case too, there was a difference between the teachers of the heritage languages, who often taught before emigrating, and the teachers of the foreign languages, for whom teaching was mostly a new profession.

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Introduction,ter. The distinction between foreign language, second language, and heritage language is widely explained. The official policy is discussed, stating the expectation of a multilingualism implementation in such a pluralistic society, helping both to maintain heritage languages and learn foreign langua

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Teaching the Four Languages in Israel,usly taught as the mother tongue for newcomers, but this situation has changed over the years. About 8000 students currently attend classes in middle and high schools. Most of the students of Amharic were born in Ethiopia, while some arrived after childhood, and the number of students has gradually