Sep 14, 2017
INTRODUCTION
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 and what their strategies are for the Intermediate Yiddish classroom, 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.
This time, we’re getting personal. We want to hear about what and how you share with your students about your personal life and commitments (if you have them) to Yiddish. To what extent do you bring the political, cultural, and personal aspects of yourself to the classroom? Does teaching with or about Yiddish come with heightened expectations of personal commitment?
Thank you for sharing your thoughts and experiences with the In geveb teaching community.
