2024/04/08 by William F. S. Miles · 1 voice
Social Sciences · #Diaspora, migration, transnational identity #Jewish and Middle Eastern Studies #Multilingual Education and Policy
paper · doi:10.1075/jlp.22200.mil
openalex publication_date 2024/04/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Abstract Passage of Israel’s Jewish nationality law in 2018 shined more than usual light on the Druze citizens of Israel. It put into painful question their integration into Israeli society. Key to that integration is Druze mastery of the Jewish State’s official language; hence the question, “How do Israeli Druze learn Hebrew?” The answer is multivariable: pedagogy, gender, bilingualism, technology, religion, conscription, and socialization are all factors. Druze mastery of Hebrew through the IDF is being replaced by formal language education. This is reinforced through growing participation of Druze females in Israeli institutions. Arabic being the maternal tongue of Druze, unlike among the nation’s Jewish majority Hebrew surpasses English as their second language. Increasing use of social/digital media in Hebrew, particularly among the young, reinforces the bilingual identity of Israeli Druze. So do Hebrew language textbooks, which “Israelize” Druze by teaching about Judaism and emphasizing similarities between Jewish and Druze traditions.