They Have Mouths, But Do Not Speak”

This paper reports on the findings from a survey of the methods used by Biblical Hebrew teachers in UK universities, particularly the degree to which they incorporate some techniques characteristic of Communicative Language Teaching alongside traditional grammar‐translation techniques to form best practice approaches. All teachers participating in the study use a combination of Communicative Language Teaching (CLT)‐style and grammar‐translation methods. Teachers frequently cited time pressures and the distinctive, literary goal of Biblical Hebrew courses as reasons for not adopting a CLT‐only approach. However, some of the CLT techniques teachers have integrated into their classes include vocalization of Biblical Hebrew as an important learning technique. Many teachers also highlighted the value of having lots of comprehensible written input to develop the reading skills central to Biblical Hebrew courses. Recommendations for future practice include paired or small group reading and greater use of props, visuals, and dramatization of teacher‐led reading. Finally, a personal, collaborative approach to teaching and learning should be fostered in class

Archaeology · Communicative language teaching · Hebrew · Language education · Linguistics · Pedagogy · Sociology · Arabic Language Education Studies · History · Jewish Identity and Society · Multilingual Education and Policy · Philosophy · Psychology

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