Eliyahu-Levi Dolly
Language Department, The Multidisciplinary Faculty, Levinsky-Wingate Academic College, Tel Aviv 6937808, Israel.
Behav Sci (Basel). 2024 Sep 18;14(9):834. doi: 10.3390/bs14090834.
The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers' reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student's unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel.
以色列的课堂非常多样化，学生在学习方式、读写任务处理能力、个人及社会经济背景等方面存在差异。这些差异对旨在提升读写韧性的课程、课堂中的明确教学过程以及传授克服学习困难的元认知策略和行动都有重大影响。这项定性解释性研究揭示了以色列中部五所小学的14名希伯来语教师在将家庭读写融入语言课程以及培养学生读写韧性方面的教学观念、挑战和应对策略。研究数据通过对教师的深度访谈收集。对教师报告的分析揭示了关于读写韧性的两种主要观念：（1）读写韧性是一种生活工具；（2）家庭读写对培养读写韧性有显著贡献。此外，培养读写韧性给教师带来了三个重大挑战：（1）在异质课堂中教学；（2）鼓励家长参与；（3）培养自主学习者。为了在异质课堂中培养读写韧性，教师必须对每个学生的独特需求保持敏感，并基于自主学习和同伴对话的原则规划教学过程。他们必须建立一种个人情感联系，这对学生来说是一个重要的支撑，并为整合和强化处理读写任务的能力感勾勒出一条路径。研究还发现，家长参与是影响读写韧性培养的一个重要因素，教师采取各种行动来提高家长的参与程度。这项研究为关于理解影响促进课堂中家庭读写整合的教学读写观念发展的因素的知识体系增添了重要内容。这些观念可能促进对来自不同文化的学生的读写韧性培养过程，接纳和理解他们。通过这种方式，我们可以尝试应对以色列的读写和语言挑战。
