Orly Haim
Biographic Data
| ID | 4609769 |
|---|---|
| NAME | Orly Haim |
| GIVEN NAMES | Orly |
| FAMILY NAME | Haim |
| SIGNATURE | HAIM O |
| AFFILIATIONS | Beit Berl College |
| ORCID | 0000-0003-4235-5400 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Bi/Multiliteracies
The term “literacy” has traditionally been associated with the ability to understand and/or produce static written texts. The current recognition of multilingual literacy practices, along with the influx of multimodal digital forms, has led to new conceptualizations of genre as well as textual features and modes, leading to the term bi/multiliteracies. Drawing on the intricate relationships between literacy and communication and the development o…
Incorporating translanguaging in English instruction: Teachers’ beliefs, practices, and influencing factors
The question of whether and to what extent should the learners’ language repertoire (LR) be incorporated into the teaching of English as an additional language has been controversial for decades. The findings reported in this paper are part of a large-scale research project funded by the Israeli Ministry of Education aiming to introduce a new multilingual education policy. This study investigates teachers’ beliefs and reported practices on the us…
Teaching across divides: EAP lecturers’ plurilingual identities and translanguaging practices
The role of demographic, linguistic and social-psychological factors in explaining plurilingual self-assessment of immigrant youth
Exploring knowledge construction of pre-service EFL teachers through online discussions of critical incidents
This study examines the process of joint knowledge construction among English as a Foreign Language (EFL) pre-service teachers (PSTs) during their practicum through asynchronous online discussions of critical incidents (CIs). Utilising the Legitimation Code Theory (LCT) semantic gravity and density dimensions, the research investigates how PSTs might bridge theory and practice. The study identifies four major professional issues concerning PSTs: …
Exploring translanguaging in academic discourse through an ecological analytic lens
Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country
This study examines the role of age of arrival (AoA) in immigrant students’ perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1) speaking immigrants acquiring Hebrew as a second language (L2) and English as a third language (L3), …
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process
This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, dat…
Teaching English to multilingual immigrant students: Understanding teachers’ beliefs and practices
Teachers’ beliefs, conceptualised as heuristics encompassing perceptions and ideologies regarding aspects of their profession, strongly influence their practices. Grounded in this perspective, this study investigated teachers’ beliefs and perceived practices in the context of teaching English as foreign language (EFL) to immigrant students in Israeli schools. Utilising a mixed-methods approach, data were collected from 153 teachers via questionna…
Exploring bilingual teaching and learning in a Jewish-Palestinian language café
The context of this exploratory study is a Language Café , a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teaching and learning experiences. A qualitative research design was applied utilizing several data sourc…
The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period
This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arab…
It is hard at school, but I do my best to cope.’: The educational experience of multilingual immigrant youth in high school
This study explored how 60 trilingual immigrant youth interpret and make sense of their educational experiences in Israeli schools. Conceptualizing the language knowledge of multilingual individuals as one unitary system, the study is based on the assumption that a fuller understanding of students’ educational experiences can be obtained by examining their written expression about school experiences in the three languages at their disposal: Russi…
Academic proficiency performance in second and third language: The role of school context
This study investigated the role of school-related variables in explaining academic proficiency (AP) performance in Hebrew (L2) and English (L3) among immigrant youth. The following sets of variables were examined: (1) school background (2) academic, linguistic and social-psychological support, and (3) professional staff and school resources allocated for immigrant students. The sample included 267 Russian (L1) speaking students drawn from 18 Isr…
Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools
The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the contribution of demographic, linguistic, and social-psychological variables, as well as the AP level in fi…
Journeys to a New Homeland: Language and identity in the poetry of Alexander Penn and Nathan Alterman
Translingual literature, describing the work of writers and poets writing in a language that is not their mother tongue, offers a fascinating meeting point between language, immigration, identity and ideology. This article focuses on the work of Alexander Penn and Nathan Alterman, two writers who, as part of a wave driven mainly by Zionist motivations, emigrated from Eastern Europe in the 1920s and 1930s to what was then a Jewish society in Pales…
Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of children's minds and learning
Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country
This study examines the role of age of arrival (AoA) in immigrant students’ perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1) speaking immigrants acquiring Hebrew as a second language (L2) and English as a third language (L3), …
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process
This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, dat…
Academic proficiency performance in second and third language: The role of school context
This study investigated the role of school-related variables in explaining academic proficiency (AP) performance in Hebrew (L2) and English (L3) among immigrant youth. The following sets of variables were examined: (1) school background (2) academic, linguistic and social-psychological support, and (3) professional staff and school resources allocated for immigrant students. The sample included 267 Russian (L1) speaking students drawn from 18 Isr…
Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools
The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the contribution of demographic, linguistic, and social-psychological variables, as well as the AP level in fi…
Exploring translanguaging in academic discourse through an ecological analytic lens
It is hard at school, but I do my best to cope.’: The educational experience of multilingual immigrant youth in high school
This study explored how 60 trilingual immigrant youth interpret and make sense of their educational experiences in Israeli schools. Conceptualizing the language knowledge of multilingual individuals as one unitary system, the study is based on the assumption that a fuller understanding of students’ educational experiences can be obtained by examining their written expression about school experiences in the three languages at their disposal: Russi…
Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of children's minds and learning
Journeys to a New Homeland: Language and identity in the poetry of Alexander Penn and Nathan Alterman
Translingual literature, describing the work of writers and poets writing in a language that is not their mother tongue, offers a fascinating meeting point between language, immigration, identity and ideology. This article focuses on the work of Alexander Penn and Nathan Alterman, two writers who, as part of a wave driven mainly by Zionist motivations, emigrated from Eastern Europe in the 1920s and 1930s to what was then a Jewish society in Pales…
Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools
The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the contribution of demographic, linguistic, and social-psychological variables, as well as the AP level in fi…
Academic proficiency performance in second and third language: The role of school context
This study investigated the role of school-related variables in explaining academic proficiency (AP) performance in Hebrew (L2) and English (L3) among immigrant youth. The following sets of variables were examined: (1) school background (2) academic, linguistic and social-psychological support, and (3) professional staff and school resources allocated for immigrant students. The sample included 267 Russian (L1) speaking students drawn from 18 Isr…
It is hard at school, but I do my best to cope.’: The educational experience of multilingual immigrant youth in high school
This study explored how 60 trilingual immigrant youth interpret and make sense of their educational experiences in Israeli schools. Conceptualizing the language knowledge of multilingual individuals as one unitary system, the study is based on the assumption that a fuller understanding of students’ educational experiences can be obtained by examining their written expression about school experiences in the three languages at their disposal: Russi…
The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period
This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arab…
Teaching English to multilingual immigrant students: Understanding teachers’ beliefs and practices
Teachers’ beliefs, conceptualised as heuristics encompassing perceptions and ideologies regarding aspects of their profession, strongly influence their practices. Grounded in this perspective, this study investigated teachers’ beliefs and perceived practices in the context of teaching English as foreign language (EFL) to immigrant students in Israeli schools. Utilising a mixed-methods approach, data were collected from 153 teachers via questionna…
Exploring bilingual teaching and learning in a Jewish-Palestinian language café
The context of this exploratory study is a Language Café , a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teaching and learning experiences. A qualitative research design was applied utilizing several data sourc…
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process
This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, dat…
Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country
This study examines the role of age of arrival (AoA) in immigrant students’ perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1) speaking immigrants acquiring Hebrew as a second language (L2) and English as a third language (L3), …
Exploring knowledge construction of pre-service EFL teachers through online discussions of critical incidents
This study examines the process of joint knowledge construction among English as a Foreign Language (EFL) pre-service teachers (PSTs) during their practicum through asynchronous online discussions of critical incidents (CIs). Utilising the Legitimation Code Theory (LCT) semantic gravity and density dimensions, the research investigates how PSTs might bridge theory and practice. The study identifies four major professional issues concerning PSTs: …
Exploring translanguaging in academic discourse through an ecological analytic lens
Bi/Multiliteracies
The term “literacy” has traditionally been associated with the ability to understand and/or produce static written texts. The current recognition of multilingual literacy practices, along with the influx of multimodal digital forms, has led to new conceptualizations of genre as well as textual features and modes, leading to the term bi/multiliteracies. Drawing on the intricate relationships between literacy and communication and the development o…
Incorporating translanguaging in English instruction: Teachers’ beliefs, practices, and influencing factors
The question of whether and to what extent should the learners’ language repertoire (LR) be incorporated into the teaching of English as an additional language has been controversial for decades. The findings reported in this paper are part of a large-scale research project funded by the Israeli Ministry of Education aiming to introduce a new multilingual education policy. This study investigates teachers’ beliefs and reported practices on the us…
Teaching across divides: EAP lecturers’ plurilingual identities and translanguaging practices
The role of demographic, linguistic and social-psychological factors in explaining plurilingual self-assessment of immigrant youth
Multilingual Education and Policy (13 works) · Psychology (13 works) · Pedagogy (12 works) · EFL/ESL Teaching and Learning (11 works) · Sociology (11 works) · Linguistics (10 works) · Multilingualism (10 works) · Mathematics education (9 works) · Second Language Learning and Teaching (9 works) · Hebrew (6 works)