Anat Stavans
Biographic Data
| ID | 1070078 |
|---|---|
| NAME | Anat Stavans |
| GIVEN NAMES | Anat |
| FAMILY NAME | Stavans |
| SIGNATURE | STAVANS A |
| AFFILIATIONS | Beit Berl College |
| ORCID | 0000-0003-1000-5262 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Power dynamics in EFL requests and refusals by L1 Hebrew- and Arabic-speaking multilinguals: A linguistic and textual analysis
This study examined the influence of the power relations between speaker and addressee on the use of linguistic and textual features in English requests and refusals produced by two distinct groups: Hebrew-speaking bilinguals who use English as a second language (L2), and Arabic-speaking trilinguals who use Hebrew as a second language and English as a third (L3). Data were collected through a Discourse Completion Task and a background questionnai…
The Structure of Argumentative Texts Written by Hebrew Speaking Children in Primary Schools: Relationships Between Writing and Reading Comprehension
This experimental study aimed to investigate the relationship between text structure (TS) in argumentations written by Hebrew-speaking primary school children and their reading comprehension (RC) performance. A total of 293 students from second to fifth grade wrote an argumentative text and completed two RC tasks. These tasks consisted of a passage followed by multiple-choice questions targeting different levels of reading comprehension: literal,…
Evaluating text quality: Teachers’ perceptions about pupils’ writing
Development of rhetorical competence in Hebrew-speaking children's argumentative writing: Discourse stance across grades 2–5
This study investigates the development of rhetorical competence in Hebrew-speaking elementary students' argumentative writing through their use of discourse stance (DS). DS was analyzed across three dimensions each containing three characterizing categories (i.e., for (orientation dimension the categories: writer, text, audience; for attitude dimension: epistemic, deontic, emotional, and for generality dimension: personal, impersonal and generic…
In/directness in requests and refusals in EFL by multilinguals with L1 Hebrew or Arabic: A linguistic and textual perspective
Heritage language maintenance and management across three generations: The case of Spanish-speakers in Israel
Spanish in Israel has been the heritage language (HL) of some 130,000 Spanish speakers. The uniqueness of this immigrant community lays in the evolution, existence and maintenance of Spanish as the (HL). This study showcases Spanish speakers as an example of a well-integrated minority. The results of this study showed that the two first generations maintained Spanish as a means of communication with their families and immigrant friends, but at th…
Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children ( Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea…
Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of ta…
Relations between literacy-related abilities and the lexical quality of expository texts of Hebrew-speaking children ( Relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita…
This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts — a descriptive and an argumentative — by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts. The second goal was to investigate the relations betwee…
A multidimensional perspective on written language development ( Una perspectiva multidimensional del desarrollo del lenguaje escrito )
The development of writing is pivotal in the educational and communicative growth from childhood to adulthood. This special issue harnesses studies that examine the development of text writing in different discourse genres and languages, showcasing a set of text-embedded features that function as the blueprint for children’s evolving writing ability. These studies focus on both word-level and text-level features; a range of discourse genres; diff…
The pragmatics of requests and refusals in multilingual settings
This study investigated the mode of directness of requests and refusals and the background variables that explain this production in two trilingual populations in Israel (i.e. native speakers of Arabic for whom English is an L3, and Hebrew, an L2, and native speakers of Hebrew for whom English is an L2 and another language is their L3). Data were collected using language background questionnaires and a Discourse Completion Task. The findings reve…
Enabling bi-literacy patterns in Ethiopian immigrant families in Israel: A socio-educational challenge
This paper explores the role that languages and literacy practices play in Ethiopian immigrant families transposed to Israel as part of Israel's family language policy, by examining parental perspectives on their respective L1 and L2 usages, in both parents’ and children's lives, as well as by examining the home literacy provisions supporting children's literacy development. The study profiles 67 Ethiopian immigrant families and describes the fac…
Discourse organization in parent-led narratives: Storytelling in Basque and Spanish
This article analyzes parent narratives in Basque and Spanish by means of a story aimed at boys and girls between ages of 3 and 8 in order to investigate the similarities and differences in the narrative input provided by parents, paying attention to structural and organizational features in terms of their narrative forms and functions. We used a quantitative methodology that recorded the frequencies of the different variables under study: narrat…
The effect of immigration, acculturation and multicompetence on personality profiles of Israeli multilinguals
The present study investigates the link between immigration, multilingualism, acculturation and personality profiles (as measured by the Multicultural Personality Questionnaire) of 193 residents in Israel. Participants born in Israel tended to score higher on Emotional Stability than those born abroad. Participants with one immigrant parent (but not two) scored higher on Cultural Empathy, Open-mindedness and Social Initiative. Participants who ha…
Israeli college students’ perceptions of internationalisation
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universi…
The Drive to Internationalize: Perceptions and Motivations of Israeli College Directors
Language policy and literacy practices in the family: The case of Ethiopian parental narrative input
The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent–child interaction among 60 Ethiopian families in Israel. Partici…
Language education policy by proxy: The ‘ideal’ meets the ‘real’ in the educational network of the Jewish Community in Mexico City
Language is the most immediate tool of inclusion into a social group and as such is central in creating, understanding and participating in the group. Language policy can serve, establish and organise such groups, and to assure that they are maintained and implemented for posterity. Language policy in education is imperative for a group to build and maintain its past, present and future. This paper discusses the formulation of a language policy i…
Parental perceptions of children's literacy and bilingualism: The case of Ethiopian immigrants in Israel
The present study describes factors affecting the home and school literacy patterns in the Ethiopian immigrant community in Israel. Parents were asked to complete a questionnaire evaluating their child's development, literacy, schooling, and language proficiency (L1 and L2). The results indicate that while non-Ethiopian and Ethiopian parents seek the same future for their child there are significant differences in the means to bridge between home…
Language production in trilingual children
The present study looked at language switching – both code mixes and code switches as language events which shed light on the ‘vulnerability’ of a language structure. This vulnerability becomes the ‘trigger’ for language switching. An analysis of these switches showed that irrespective of age, input or task, language switching are systematic and regular if the structure is susceptible and permeable. Furthermore, we report on unique data of trilin…
Parent-child-adult storytelling Commonalities, differences and interrelations
Parent-child-adult storytelling: Commonalities, differences and interrelations
Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, w…
The evolution of trilingual codeswitching from infancy to school age: The shaping of trilingual competence through dynamic language dominance
This article reports on a study of the codeswitches produced by two children who acquired their three languages in early childhood. We compared formal and functional aspects of their switches recorded at two different stages of their development. Of particular interest was the consideration of sociolinguistic variables that have intervened in the children's environment. We undertook a quantitative and qualitative analysis of the children's codesw…
Language Switching as a Window on Trilingual Acquisition
The present study discusses and describes codeswitches produced by two trilingual children acquiring English, Spanish and Hebrew simultaneously from birth. Data were collected regularly over a period of 20 months (from age 2;6 to 4;2 for M and from age 5;5 to 7;1 for E), in naturalistic tape-recorded sessions. Codeswitches drawn from transcriptions of 32 h of spontaneous conversation were analysed. We describe and explain trilingual switches invo…
Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives
Preview this article: Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives, Page 1 of 1 /docserver/preview/fulltext/ni.13.1.06sta-1.gif
Development of Parental Narrative Input
The purpose of this study was to investigate the narratives of parents addressed to their children of different ages. The study had two major aims: first, to describe the formal and functional aspects and relationships in these Hebrew-speaking parents' narratives; and second, to describe the social-interactional exchanges that take place in the parental storytelling activity and trace a developmental pattern in such interactions. Using the Frog, …
Language policy and literacy practices in the family: The case of Ethiopian parental narrative input
The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent–child interaction among 60 Ethiopian families in Israel. Partici…
The Drive to Internationalize: Perceptions and Motivations of Israeli College Directors
Parental perceptions of children's literacy and bilingualism: The case of Ethiopian immigrants in Israel
The present study describes factors affecting the home and school literacy patterns in the Ethiopian immigrant community in Israel. Parents were asked to complete a questionnaire evaluating their child's development, literacy, schooling, and language proficiency (L1 and L2). The results indicate that while non-Ethiopian and Ethiopian parents seek the same future for their child there are significant differences in the means to bridge between home…
Language Switching as a Window on Trilingual Acquisition
The present study discusses and describes codeswitches produced by two trilingual children acquiring English, Spanish and Hebrew simultaneously from birth. Data were collected regularly over a period of 20 months (from age 2;6 to 4;2 for M and from age 5;5 to 7;1 for E), in naturalistic tape-recorded sessions. Codeswitches drawn from transcriptions of 32 h of spontaneous conversation were analysed. We describe and explain trilingual switches invo…
Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives
Preview this article: Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives, Page 1 of 1 /docserver/preview/fulltext/ni.13.1.06sta-1.gif
In/directness in requests and refusals in EFL by multilinguals with L1 Hebrew or Arabic: A linguistic and textual perspective
Sociolinguistic factors affecting codeswitches produced by trilingual children
The sociolinguistic variables known to affect an adult bilingual's speech, in particular setting, situation and participant, do not have the same effect on the bilingual child's speech. These variables, established in previous research on codeswitching among bilingual adults, are either irrelevant or acquire a different function for the bilingual child. The present study examines switches produced in spontaneous speech over a period of 15 months …
Israeli college students’ perceptions of internationalisation
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universi…
Enabling bi-literacy patterns in Ethiopian immigrant families in Israel: A socio-educational challenge
This paper explores the role that languages and literacy practices play in Ethiopian immigrant families transposed to Israel as part of Israel's family language policy, by examining parental perspectives on their respective L1 and L2 usages, in both parents’ and children's lives, as well as by examining the home literacy provisions supporting children's literacy development. The study profiles 67 Ethiopian immigrant families and describes the fac…
The effect of “false” schema activation on the construction of meaning
Sociolinguistic factors affecting codeswitches produced by trilingual children
The sociolinguistic variables known to affect an adult bilingual's speech, in particular setting, situation and participant, do not have the same effect on the bilingual child's speech. These variables, established in previous research on codeswitching among bilingual adults, are either irrelevant or acquire a different function for the bilingual child. The present study examines switches produced in spontaneous speech over a period of 15 months …
Assessing EFL reading comprehension: The case of Ethiopian learners
The effect of “false” schema activation on the construction of meaning
Development of Parental Narrative Input
The purpose of this study was to investigate the narratives of parents addressed to their children of different ages. The study had two major aims: first, to describe the formal and functional aspects and relationships in these Hebrew-speaking parents' narratives; and second, to describe the social-interactional exchanges that take place in the parental storytelling activity and trace a developmental pattern in such interactions. Using the Frog, …
Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives
Preview this article: Bilinguals as narrators: A comparison of bilingual and monolingual Hebrew and English narratives, Page 1 of 1 /docserver/preview/fulltext/ni.13.1.06sta-1.gif
Language Switching as a Window on Trilingual Acquisition
The present study discusses and describes codeswitches produced by two trilingual children acquiring English, Spanish and Hebrew simultaneously from birth. Data were collected regularly over a period of 20 months (from age 2;6 to 4;2 for M and from age 5;5 to 7;1 for E), in naturalistic tape-recorded sessions. Codeswitches drawn from transcriptions of 32 h of spontaneous conversation were analysed. We describe and explain trilingual switches invo…
The evolution of trilingual codeswitching from infancy to school age: The shaping of trilingual competence through dynamic language dominance
This article reports on a study of the codeswitches produced by two children who acquired their three languages in early childhood. We compared formal and functional aspects of their switches recorded at two different stages of their development. Of particular interest was the consideration of sociolinguistic variables that have intervened in the children's environment. We undertook a quantitative and qualitative analysis of the children's codesw…
Language production in trilingual children
The present study looked at language switching – both code mixes and code switches as language events which shed light on the ‘vulnerability’ of a language structure. This vulnerability becomes the ‘trigger’ for language switching. An analysis of these switches showed that irrespective of age, input or task, language switching are systematic and regular if the structure is susceptible and permeable. Furthermore, we report on unique data of trilin…
Parent-child-adult storytelling Commonalities, differences and interrelations
Parent-child-adult storytelling: Commonalities, differences and interrelations
Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, w…
Parental perceptions of children's literacy and bilingualism: The case of Ethiopian immigrants in Israel
The present study describes factors affecting the home and school literacy patterns in the Ethiopian immigrant community in Israel. Parents were asked to complete a questionnaire evaluating their child's development, literacy, schooling, and language proficiency (L1 and L2). The results indicate that while non-Ethiopian and Ethiopian parents seek the same future for their child there are significant differences in the means to bridge between home…
Language education policy by proxy: The ‘ideal’ meets the ‘real’ in the educational network of the Jewish Community in Mexico City
Language is the most immediate tool of inclusion into a social group and as such is central in creating, understanding and participating in the group. Language policy can serve, establish and organise such groups, and to assure that they are maintained and implemented for posterity. Language policy in education is imperative for a group to build and maintain its past, present and future. This paper discusses the formulation of a language policy i…
Language policy and literacy practices in the family: The case of Ethiopian parental narrative input
The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent–child interaction among 60 Ethiopian families in Israel. Partici…
The effect of immigration, acculturation and multicompetence on personality profiles of Israeli multilinguals
The present study investigates the link between immigration, multilingualism, acculturation and personality profiles (as measured by the Multicultural Personality Questionnaire) of 193 residents in Israel. Participants born in Israel tended to score higher on Emotional Stability than those born abroad. Participants with one immigrant parent (but not two) scored higher on Cultural Empathy, Open-mindedness and Social Initiative. Participants who ha…
Israeli college students’ perceptions of internationalisation
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universi…
The Drive to Internationalize: Perceptions and Motivations of Israeli College Directors
Enabling bi-literacy patterns in Ethiopian immigrant families in Israel: A socio-educational challenge
This paper explores the role that languages and literacy practices play in Ethiopian immigrant families transposed to Israel as part of Israel's family language policy, by examining parental perspectives on their respective L1 and L2 usages, in both parents’ and children's lives, as well as by examining the home literacy provisions supporting children's literacy development. The study profiles 67 Ethiopian immigrant families and describes the fac…
Discourse organization in parent-led narratives: Storytelling in Basque and Spanish
This article analyzes parent narratives in Basque and Spanish by means of a story aimed at boys and girls between ages of 3 and 8 in order to investigate the similarities and differences in the narrative input provided by parents, paying attention to structural and organizational features in terms of their narrative forms and functions. We used a quantitative methodology that recorded the frequencies of the different variables under study: narrat…
The pragmatics of requests and refusals in multilingual settings
This study investigated the mode of directness of requests and refusals and the background variables that explain this production in two trilingual populations in Israel (i.e. native speakers of Arabic for whom English is an L3, and Hebrew, an L2, and native speakers of Hebrew for whom English is an L2 and another language is their L3). Data were collected using language background questionnaires and a Discourse Completion Task. The findings reve…
Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children ( Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea…
Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of ta…
Relations between literacy-related abilities and the lexical quality of expository texts of Hebrew-speaking children ( Relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita…
This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts — a descriptive and an argumentative — by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts. The second goal was to investigate the relations betwee…
A multidimensional perspective on written language development ( Una perspectiva multidimensional del desarrollo del lenguaje escrito )
The development of writing is pivotal in the educational and communicative growth from childhood to adulthood. This special issue harnesses studies that examine the development of text writing in different discourse genres and languages, showcasing a set of text-embedded features that function as the blueprint for children’s evolving writing ability. These studies focus on both word-level and text-level features; a range of discourse genres; diff…
Heritage language maintenance and management across three generations: The case of Spanish-speakers in Israel
Spanish in Israel has been the heritage language (HL) of some 130,000 Spanish speakers. The uniqueness of this immigrant community lays in the evolution, existence and maintenance of Spanish as the (HL). This study showcases Spanish speakers as an example of a well-integrated minority. The results of this study showed that the two first generations maintained Spanish as a means of communication with their families and immigrant friends, but at th…
In/directness in requests and refusals in EFL by multilinguals with L1 Hebrew or Arabic: A linguistic and textual perspective
The Structure of Argumentative Texts Written by Hebrew Speaking Children in Primary Schools: Relationships Between Writing and Reading Comprehension
This experimental study aimed to investigate the relationship between text structure (TS) in argumentations written by Hebrew-speaking primary school children and their reading comprehension (RC) performance. A total of 293 students from second to fifth grade wrote an argumentative text and completed two RC tasks. These tasks consisted of a passage followed by multiple-choice questions targeting different levels of reading comprehension: literal,…
Psychology (23 works) · Linguistics (19 works) · Multilingual Education and Policy (12 works) · Hebrew (10 works) · Philosophy (10 works) · Reading and Literacy Development (10 works) · Developmental psychology (9 works) · Pedagogy (9 works) · Sociology (9 works) · Political science (8 works)