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How 15-Year-Olds Learn English in Israel: Insights from PISA 3/4
In Israel, learning English is a significant educational priority, reflecting the importance of the language in global communication and local socio-economic contexts. English is a compulsory subject from Grade 3 onwards, with its proficiency crucial for higher education and career opportunities. The educational framework for English in Israel is designed to cater to varied proficiency levels among students, and the teaching methodology emphasizes comprehensive language skills including reading, listening, speaking, and writing.
AnalysisSchool and Curriculum Structure
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Early Introduction and Importance:
- English is a mandatory subject from Grade 3, highlighting its importance within the Israeli educational system. The matriculation examination at the end of upper secondary school includes English, affecting university admissions and future careers. This ensures that students begin their exposure to English early, building a strong foundation over the years.
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Proficiency Levels:
- Israel employs a structured level system aligned with the Common European Framework Reference (CEFR). This system groups students based on their proficiency, aiming to provide targeted support and foster motivation. Students are assessed periodically and can move between levels based on their progress. This approach ensures that students receive instruction that matches their ability, promoting better learning outcomes.
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Elective Courses:
- For ambitious students, schools offer an elective three-year course called Diplomacy and International Communication in English. This course, taught entirely in English, integrates language learning with skills in consensus building and conflict resolution, preparing students for global interactions and international relations.
Classroom Dynamics and Challenges
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Class Sizes:
- One of the primary challenges highlighted by educators is the large class sizes, particularly in upper secondary schools where classes can have 35-40 students. Large classes limit the ability of teachers to provide individualized attention and support, which can hinder the learning process, especially for students with varying proficiency levels.
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Teacher Shortages:
- Israel faces a significant shortage of qualified English teachers, exacerbating the problem of large class sizes. This shortage impacts the consistency and quality of English education, with some schools struggling to find teachers who have both the required language proficiency and pedagogical skills.
Extracurricular and Informal Learning
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Exposure Outside School:
- Students’ exposure to English outside school varies widely. Many students encounter English through mass media, social media, and online games. This exposure helps reinforce their language skills, although it is often more passive (listening and reading) than active (speaking and writing).
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Parental Involvement and Private Tutoring:
- Parents play a crucial role in encouraging English learning. Some families create opportunities for their children to use English at home, while others send their children to private tutoring sessions or English language summer schools abroad. However, private tutoring is not uniformly encouraged by teachers, and there are socio-economic disparities in access to these additional learning resources.
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Digital Technologies:
- Digital technologies are increasingly used to support English learning in schools. These technologies engage students and provide additional resources for practice and reinforcement of language skills. However, the availability and effective use of these technologies can vary between schools.
Student Motivation and Future Prospects
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Career and Academic Aspirations:
- Students are highly motivated to learn English due to its perceived importance for higher education and career opportunities. The high-tech industry, which requires English proficiency, is particularly attractive to many students. However, mandatory military service after secondary school can affect immediate motivation for some students, as their career and academic goals might seem distant.
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Global Communication:
- Students view English as a global lingua franca that opens doors to international communication and opportunities. They recognize the utility of English in various contexts, from professional to personal interactions across the world.
Takeaways for English Teachers
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Adapt to Large Class Sizes:
- Teachers need strategies to manage large classes effectively. This could include differentiated instruction, group work, and the use of digital tools to provide individualized learning experiences.
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Leverage Digital Technologies:
- Embrace digital technologies to enhance engagement and provide varied language learning experiences. Online resources, language learning apps, and interactive platforms can supplement traditional teaching methods.
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Encourage Active Use of English:
- Create opportunities for students to practice speaking and writing in English. This can be through classroom activities, school programs, or encouraging participation in English-speaking clubs or online communities.
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Support Diverse Proficiency Levels:
- Implement systems to support students at different proficiency levels. Regular assessments and flexible grouping can help cater to individual learning needs and ensure that all students are challenged appropriately.
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Promote Real-World Applications:
- Emphasize the practical applications of English in global communication and careers. Linking language learning to real-world scenarios and future aspirations can enhance student motivation and engagement.
By addressing these areas, English teachers in Israel can better support their students in achieving proficiency and leveraging English as a vital tool for their futures.
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