Oct 04, 2016
In an effort to pool the wisdom and questions acquired from our contributors’ work in the classroom, In geveb regularly polls Yiddish instructors on topics related to Yiddish pedagogy. In our Loyt Di Lerers series, we compile ideas and best practices for teachers who teach Yiddish, teach about Yiddish, and teach with texts from Yiddish sources. The responses to these polls offer a cross-section of the opinions, approaches, and experiences of Yiddish instructors from Los Angeles to Tel Aviv, from children’s programs to university classes to continuing education courses, from new teachers to those with a lifetime of experience.
In our Loyt di Lerers series we have gathered teachers’ thoughts about Yiddish textbooks, focused on the question of whether and how to use Weinreich’s College Yiddish, and asked teachers to describe how they conduct the first day of Yiddish class. In our next poll we are stepping outside the Yiddish language classroom to expand the question of how teachers share, explain, and contextualize content from Yiddish and information about Yiddish in classrooms not focused on the language itself.
If you teach using sources translated from Yiddish we invite you to participate in a short survey on teaching Yiddish texts in translation. Whether you teach history, literature, music, anthropology or religion, we are interested in how you present texts from Yiddish, what resources you would like to have available, what strategies you use to help students relate to the text as a translation, and whether and how you call attention to the original language in which it was written.
Thank you for sharing your thoughts and experiences with the In geveb teaching community.