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Foreign Influences on Modern Hebrew

100%
Adamczyk A.
Rocznik Orientalistyczny
|
2019
|
issue 1
135-142
EN
Nowadays Hebrew is the main official language spoken in Israel (beside Arabic and English) and lingua franca of Jews living in the diaspora. It has undergone some significant changes and has been exposed to influences from other languages throughout all the stages of its development – since the Biblical times, through the Babylonian exile, the Middle Ages, the Haskala period, its revival in the 19th century, till the modern times. Despite not being used for every-day conversation for more than two thousand years, Hebrew kept developing in literature (mostly liturgical) due to its constant contact with numerous languages that were spoken by Jews: Aramaic, Arabic, Ladino, Yiddish and others. Nowadays it is developing dynamically and, as some authors claim, is losing its Semitic nature – although the grammar is still based mainly on Ancient Hebrew, numerous foreign lexical, syntactical and phonological influences may easily be observed in Modern Hebrew. This paper is an attempt to explain the reason for such diversity of influences in Hebrew, with special focus on Israeli Hebrew. Some examples of foreign components in the colloquial language will be presented, mostly of Yiddish, Russian and Arabic origin.
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Hebrew Proficiency Certification According to the Common European Framework of Reference for Languages – An Educational Challenge

100%
Adamczyk A.
Scripta Judaica Cracoviensia
|
2019
|
vol. 17
43-48
EN
The necessity of creating new curricula for teaching foreign languages (including Hebrew) and adjusting them to the requirements of the Common European Framework of Reference for Languages (CEFRL) is a result of implementing the Bologna Process in the Polish system of higher education. The whole approach to teaching Hebrew to Polish students, as well as methods of assessment, had to be changed according to the new requirements. In this paper, I wish to study some challenges and difficulties which might be faced by Hebrew instructors in Europe and by the authors of Hebrew certificate exams. First, I will present the main assumptions of CEFRL and its certification system. Then, I will compare it with the Hebrew language curriculum and methods of assessment, as developed and applied in ulpanim (Hebrew language schools) in Israel. Next, I will present some challenges which might be faced by teachers preparing course participants to pass their certificate exams at appropriate levels, adjusting the curriculum’s goals to the assumptions of the CEFRL, strongly modifying the learning resources, or even developing them from scratch. In conclusion, I will try to evaluate both the European and the Israeli systems of Hebrew language teaching and testing, in view of contemporary assumptions of glottodidactics. 
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