Apr 03, 2017
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, asked teachers to describe how they conduct the first day of Yiddish class, learned how instructors teach with texts translated from Yiddish, and asked Holocaust educators how they teach with and about Yiddish.
Now we are turning our attention to some of the spaces outside of university classrooms where Yiddish learning happens: to Yiddish clubs and reading groups. We want to know how these groups operate and what they are reading and discussing. If you take part in or lead a Yiddish club or reading group, we invite you to participate in our short survey.
Thank you for sharing your thoughts and experiences with the In geveb teaching community.