[etni] Fwd: coursebooks and the Bedouin Sector- summing up
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- Date: Sun, 6 Nov 2011 16:18:58 +0200
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From: laurie ornstein <laurenmadeline@xxxxxxxxx>
Subject: coursebooks and the Bedouin Sector- summing up
Hi Everyone,
I apologize for not summing this all up earlier. I'd been waiting and
hoping that those teachers who had voiced their criticism on the
available books, would speak up and relate to my posting.
Unfortunately, no one has to date. So, I'll do my best to relate to
the points raised in the ETNI discussion which followed my message.
Perhaps I mistakenly used the word "survey". I was lacking for a
better word. David Herz raised some other good points. I agree that
it's very hard to teach with a book one finds "unsuitable". However,
this is the case for many. I often skip a unit that I don't like or
think the kids won't connect with well. As it stands, we must used
"approved" coursebooks, for better or for worse. That said, it does
not negate our options of creating our own materials as well to use in
conjunction with the book at hand. Many of us do so but other less
experienced teachers are more challenged by this task and shy away
from doing so. The coursebook becomes the "Bible". I'd love to be able
to develop all my own materials suitable to my classes; it would be,
time consuming, of course. And yes, our textbooks are definitely
"Western" in orientation despite Israel being caught up between East
and West.
Sara Cove brought up the "commercial viability" of writing a
coursebook for "everyone" and the MOE's demands on the publishers to
accommodate all the different sectors. Sometimes I wonder what we
accomplish by not recognizing all our outward differences and
discovering our similarities by reading and talking about them
together. Why can't we get to know each other better through English
rather than dismissing any direct presentation of all our rich and
interesting sectors in the country? Yes, Sara, teachers do have to
reach out and find ways of interesting their pupils and making their
studies "meaningful", despite the books! (That last bit is mine!) And
we need excellent and experienced teachers to know how to do that.
I appreciate Natalie's words that relate to the levels/ages of pupils.
Younger learners need to be able to connect to their closer
surroundings in their different subjects of learning. Names of people
and places should be familiar to some extent. Older pupils should be
able to see the world at large more easily. Judy, I've never
encountered a problem when pupils names have appeared in the
coursebooks. How can that be avoided? Maybe we should use only Chinese
or Thai names? But I'm sure we must have pupils from those countries,
too.
To this I want to sideline and add a few words about exam topics. (and
also to the practice book texts). I've seen Bagrut exam texts and some
in the practice books that take for granted that "all" pupils have
been in one way or another exposed to the text topic. That is not
always the case. In a textbook, the teacher can explain. But how do
pupils who are not "Western" relate to a text on "Dance Revolution" or
one on a "public library" when none exist in their villages and they
do not know the concept. They are certainly at a disadvantage in a
test situation.
Back to coursebooks -
Yes, Miriam and Leah, I'm sure many religious schools have similar
issues. And again, this would be a great time to see our similarities
instead of our differences.
I have written to a few teachers personally regarding their
suggestions. Thanks again.
A few more words - I leafed through many books on my own trying to get
a better perspective.
Take Off! by Maggie Ben Zion (ECB) - Nice text on names about Adisu,
"Adi" from Ethiopia. Both a Russian and Arabic name are included in an
exercise. There's a page on "street names" - Golda Meir St.. Hanesher,
St., etc. Why not include an Arabic street name? Of course, the
listening activity on Jerusalem relates to Ben Yehuda and King George
Streets; Salahadin Street is the heart of E. Jerusalem; Jerusalem is
supposedly a "united" city. why not "go there", too? In Unit 6, "On
the Stage" why are all the Israeli stages "Jewish"? A rock festival in
Bet Shean, Music in Kfar Saba. Is there no Arab music/theater in Yafo,
Akko, Rahat, etc? Why not balance this presentation "on stage".
Final Four by Anna Garter and Ditza Verter (ECB) - Let me relate to
Unit 4, "The Sounds of Music". There are texts on Naomi Shemer and
Famous Names in Music. Festivals from Arad to Klezmer. Once again,
lots of great music but nothing Mid-Eastern/Arab. John Lennon is one
of my all-time favorites but recently, when his name came up in a text
in "On Track" (ECB) (Sorry for getting "off track" here) not one pupil
in the 9th grade Bedouin class knew who he was. I'm sure Umm Kulthumm
or a more modern Arabic-language singer would have rung a bell. Why
couldn't Umm Kulthum, have been included in the list of "Famous Names
in Music"?
Targets by Andrew Wilson (ECB) - p. 64 If book writers, as Sara Cove
pointed out, must take into account "sensitivities". How could they
include a picture of a magician pouring what looks like wine, from a
what looks like a wine bottle into a wine glass even if the
text/listening has to do with an illusion? Unit 8, "Like Father, Like
Son". There a photo of the 2 generations of HaRav Kook along with
other foreigners - the Bushes, for example, 2 USA presidents. Are
there no worthy Arab fathers and sons that could have been included?
Why can't our Arab learners be proud here, too?
Last but not least, "Contrasts" by Rita Carmel, Janet Goren, Harriet
Coddington (ECB) - p. 76 - a group of kids sitting around the table
and discussing The Simpsons. A boy wearing a "kippa". No headscarf,
though. Not in any coursebook I've seen. Correct me please, if I've
missed something. And The Simpsons - their inclusion takes for granted
that "everyone" knows who they are.
This posting is longer than intended but I hope my points will reach
home to some of you. Again, I'd still be grateful to hear from other
teachers and especially those who have voiced their opinions to me on
the topic.
Laurie
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