Sharon Avni
Biographic Data
| ID | 198534 |
|---|---|
| NAME | Sharon Avni |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Avni |
| SIGNATURE | AVNI S |
| AFFILIATIONS | City University of New York |
| ORCID | 0009-0008-7835-0664 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
“There Was Nothing Here”
New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student…
The sanctity of decoding
Aims and Objectives: This article explores the challenges Jewish children face in educational programs teaching about Judaism and Jewish culture located in the United States and Europe. Students learn to decode Hebrew but not to read for comprehension, which conflicts with other types of literacy learning they encounter throughout their education in school and at home. Methodology: The study is based on long-term participant observation at two re…
“Saturday Night Seder” and the Affordances of Cultural Arts during Covid-19
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
The Expansion of Dual Language Bilingual Education into New Communities and Languages
This article describes a case study of dual language bilingual education (DLBE) that challenges the model's traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a new Hebrew-English DLBE program at a traditional New York City public middle school, documenting the pr…
Language Socialization in Jewish Communities
Shalom, bitches
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Hebrew learning ideologies and the reconceptualization of American Judaism
This article examines the ways in which Hebrew education was construed in the United States by tracing the Hebrew ideology debate of the early and mid-1900s, when dramatic changes were made to modernize Jewish schooling and its place within American society. Focusing on the Hebrew learning ideologies and educational philosophies of Samson Benderly and his followers, it examines how the
The meanings of Hebrew
Using a discourse analytic framework that draws on theories of language ideologies, this paper analyzes the semiotics of a heritage language as it moves from the context of parochial education to the realm of public schooling. Specifically, it examines how Hebrew undergoes resemioticization when a Hebrew language charter school in the District of Columbia is established. I examine what Hebrew signifies through an analysis of two public texts: the…
Language policy and the reconceptualization of religions as and in institutions
Negotiating language ownership
Homeland tour guide narratives and the discursive construction of the diasporic
By analyzing the constitutive role of tour guides narratives, this article addresses the recruitment of tourism as a means of forging transnational ties between diasporans and their ethnic homeland. Combining theoretical frameworks from linguistic anthropology and the sociology of tourism, it examines the narratives told to American Jewish youth at three graves at a military cemetery in Israel and analyzes the discursive, linguistic, and rhetoric…
Introduction to the Special Issue
Translation as a site of language policy negotiation in Jewish day school education
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and pray…
Hebrew-only language policy in religious education
Toward an understanding of Hebrew language education
This paper focuses on the practices of teaching and learning the Hebrew language at a non-Orthodox Jewish day school, showing the ways that Hebrew language ideologies intersect with categories of emotions, affect, and identity. Drawing from a corpus of ethnographic data collected over an 18-month period, this paper examines the ways in which local interpretations of what being Jewish entails for seventh and eighth grade students and their teacher…
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
The Expansion of Dual Language Bilingual Education into New Communities and Languages
This article describes a case study of dual language bilingual education (DLBE) that challenges the model's traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a new Hebrew-English DLBE program at a traditional New York City public middle school, documenting the pr…
Translation as a site of language policy negotiation in Jewish day school education
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and pray…
Hebrew-only language policy in religious education
Shalom, bitches
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Hebrew learning ideologies and the reconceptualization of American Judaism
This article examines the ways in which Hebrew education was construed in the United States by tracing the Hebrew ideology debate of the early and mid-1900s, when dramatic changes were made to modernize Jewish schooling and its place within American society. Focusing on the Hebrew learning ideologies and educational philosophies of Samson Benderly and his followers, it examines how the
Homeland tour guide narratives and the discursive construction of the diasporic
By analyzing the constitutive role of tour guides narratives, this article addresses the recruitment of tourism as a means of forging transnational ties between diasporans and their ethnic homeland. Combining theoretical frameworks from linguistic anthropology and the sociology of tourism, it examines the narratives told to American Jewish youth at three graves at a military cemetery in Israel and analyzes the discursive, linguistic, and rhetoric…
Hebrew-only language policy in religious education
Toward an understanding of Hebrew language education
This paper focuses on the practices of teaching and learning the Hebrew language at a non-Orthodox Jewish day school, showing the ways that Hebrew language ideologies intersect with categories of emotions, affect, and identity. Drawing from a corpus of ethnographic data collected over an 18-month period, this paper examines the ways in which local interpretations of what being Jewish entails for seventh and eighth grade students and their teacher…
Introduction to the Special Issue
Translation as a site of language policy negotiation in Jewish day school education
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and pray…
Homeland tour guide narratives and the discursive construction of the diasporic
By analyzing the constitutive role of tour guides narratives, this article addresses the recruitment of tourism as a means of forging transnational ties between diasporans and their ethnic homeland. Combining theoretical frameworks from linguistic anthropology and the sociology of tourism, it examines the narratives told to American Jewish youth at three graves at a military cemetery in Israel and analyzes the discursive, linguistic, and rhetoric…
The meanings of Hebrew
Using a discourse analytic framework that draws on theories of language ideologies, this paper analyzes the semiotics of a heritage language as it moves from the context of parochial education to the realm of public schooling. Specifically, it examines how Hebrew undergoes resemioticization when a Hebrew language charter school in the District of Columbia is established. I examine what Hebrew signifies through an analysis of two public texts: the…
Language policy and the reconceptualization of religions as and in institutions
Negotiating language ownership
Shalom, bitches
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Hebrew learning ideologies and the reconceptualization of American Judaism
This article examines the ways in which Hebrew education was construed in the United States by tracing the Hebrew ideology debate of the early and mid-1900s, when dramatic changes were made to modernize Jewish schooling and its place within American society. Focusing on the Hebrew learning ideologies and educational philosophies of Samson Benderly and his followers, it examines how the
Language Socialization in Jewish Communities
The Expansion of Dual Language Bilingual Education into New Communities and Languages
This article describes a case study of dual language bilingual education (DLBE) that challenges the model's traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a new Hebrew-English DLBE program at a traditional New York City public middle school, documenting the pr…
“Saturday Night Seder” and the Affordances of Cultural Arts during Covid-19
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
“There Was Nothing Here”
New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student…
The sanctity of decoding
Aims and Objectives: This article explores the challenges Jewish children face in educational programs teaching about Judaism and Jewish culture located in the United States and Europe. Students learn to decode Hebrew but not to read for comprehension, which conflicts with other types of literacy learning they encounter throughout their education in school and at home. Methodology: The study is based on long-term participant observation at two re…
Sociology (17 works) · Political science (15 works) · Jewish and Middle Eastern Studies (9 works) · Jewish Identity and Society (9 works) · Law (9 works) · Multilingual Education and Policy (9 works) · Pedagogy (9 works) · History (8 works) · Judaism (8 works) · Linguistics (8 works)