Translation as a Site of Language Policy Negotiation in Jewish Day School Education

Autor/in	Avni, Sharon
Titel	Translation as a Site of Language Policy Negotiation in Jewish Day School Education
Quelle	In: Current Issues in Language Planning, 13 (2012) 2, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2012.678976
Schlagwörter	Semitic Languages; Language Planning; Jews; Day Schools; Translation; Ethnography; Socialization; Religious Education; Cohort Analysis; Semi Structured Interviews; Reader Text Relationship; Language of Instruction; School Policy; Language Usage; Classroom Techniques; Judaism; New York + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Sprachwechsel; Jew; Jude; Jüdin; Juden; Day school; Halbtagsschule; Ethnografie; Socialisation; Sozialisation; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kohortenanalyse; Teaching language; Unterrichtssprache; Schulpolitik; Sprachgebrauch; Klassenführung; Judaismus
Abstract	This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and prayer. The ethnographic data reveal not only how the translating choices were linked with the discourses of authenticity, intentionality, and affect, but also how the language policy was challenged in daily classroom practices. A key finding is that choices to translate from the sacred language, Hebrew, to the vernacular, English, were neither ideologically neutral nor simply limited to the linguistic sphere of rendering a sacred text comprehensible. Rather, they offer insight into the ways in which translation practices reflect broader questions regarding religious socialization and cultural hybridization within the American context. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10