Jun 06, 2017
In an effort to pool the wisdom and experience acquired by 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, asked teachers to describe how they conduct the first day of Yiddish class, learned how instructors teach with texts translated from Yiddish, asked Holocaust educators how they teach with and about Yiddish, and learned about Yiddish clubs and reading groups.
At a roundtable discussion organized by In geveb about teaching Yiddish in the digital age, Sunny Yudkoff shared her approach to teaching intermediate Yiddish students using radio broadcasts. 1 1 The roundtable was held at the 2016 AJS conference. You can read other essays based on this discussion here. Yudkoff’s presentation made us want to know more about the challenges of Intermediate Yiddish classes and the strategies and texts teachers are using to surmount them. If you teach Intermediate Yiddish, we invite you to participate in our short survey.
Thank you for sharing your thoughts and experiences with the In geveb teaching community.