‫בס"ד‬
Teaching English
as a Foreign Language
in a Digital Age
Headed by Prof. Elite Olshtain
Special scholarships!
3000 NIS
for early registration
3000 NIS
to students who excel in their studies
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE
1 Background
English as the Language of Wider Communication in the global society of today has
recently gained added significance thanks to the spread of the technological environment.
Although many classrooms in Israel as well as in the world continue to represent the typical
arrangement of forty students with one teacher and a central board, this has begun to change
rapidly. Today smart classes are spreading fast in many countries including Israel. The use
of computers, of the internet and the interactive white board is becoming a pre-requisite for
English teaching in schools. New teachers as well as practicing teachers need to acquire
effective skills to use this cutting-edge technology wisely and in full compatibility with
research based teaching pedagogy.
Furthermore, the intimate interrelationship between language and education makes
language education a critical component of any school curriculum. Language proficiency
in the official national language(s), proficiency in English as the international language of
communication and linguistic access to ethnic and heritage languages have become the
goals of language learning in plurilingual societies such as the Israeli society. English plays
a central role in school curricula because it provides access to employment, higher
education, career development as well as travel, entertainment and self-esteem.
Recognizing the growing importance of English and the need to embrace new technologies
in teaching English, Shaanan will now offer an M.Ed. degree, the focus of which will be to
upgrade the knowledge and skills of English language teachers in linguistics and language
acquisition as well as in cutting-edge classroom technology.
The M.Ed. approaches English in the context of a unified language education policy, and
draws on the multiple fields Applied Linguistics, Language Acquisition, Multilingualism
and Pedagogy applied to technology, in order to produce graduates with scholarly and
professional competence in the understanding of the acquisition of English as a language
of wider communication in a plurilingual society.
1.1 The importance of English
English is the language of international communication, via media, written language and
face to face interaction. More importantly, the use of English allows access to advances in
science and technology, in medicine and in daily updating. It is generally accepted that
educated people speaking other languages choose English as their language of international
communication. People in Europe, in the Far East, in Africa, in the Middle East and in
many parts of the world use English whenever the interactants share no common language.
Clearly, proficiency in English is viewed as the key to international communication.
With respect to advanced technology, English seems to play a central role. Although many
of the local languages are being used for digital communication, the latest developments
are always available first in English. High-tech terminology is promoted first in English
and only later translated into other languages. For anyone trying to keep abreast of the latest
developments in technology, English is of major significance.
In Israeli society the knowledge of English is highly valued. Even when employment is not
dependent on English, it may be used for screening candidates. The assumption that a high
school graduate should be able to read and understand English is the basis for entering high
education institutions. Consequently, is one of the most important school subjects in the
Israeli school system.
1.2 Goals of the program
The goal of the program is to empower teachers to better their professional profile in order
to contribute to the improvement of the quality of English taught in Israeli schools. The
program aims to promote excellence and to have a positive impact on English teachers'
self-esteem and public image. This goal will be achieved by deepening content and
pedagogical knowledge through study and research in three areas of crucial importance in
the English classroom, (1) the English language, its grammar, use, and acquisition by nonnative speakers of English, (2) the development of literacy, pupils’ diverse needs and ways
to address these needs in the classroom, and (3) opportunities for recruiting and using
advanced technology in the service of language education.
Methods of instruction throughout the program will develop in graduate students
(practicing teachers) an understanding of the nature of research and scholarship in the field
and their relevance to professional excellence. The courses aim to encourage thought and
analysis of empirical data rather than to impart established beliefs. Experiential and handson activation in the classroom will be accompanied by careful follow–up and observation
techniques leading to professional insights. Technology will play a significant role in both
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE
the academic and the professional development, which will be possible thanks to the
Shaanan state-of-the-art facilities and computer infrastructure.
The graduates of the proposed M.Ed. will be able to act as leaders within their schools and
the wider sphere of education, both in promoting an effective language policy (English as
well as other languages) and in sustaining a high level of technological support to the school
curriculum.
1.3 The Digital Perspective
The digital perspective of the program relates to three parallel components, the acquisition
of (1) theoretical background, (2) personal experience, and (3) development of advanced
skills needed in academic high-tech environments. This will enable graduates of the M.Ed.
program to acknowledge and accept responsibility in addressing their own students’ needs
and the changing needs of society in a digital age. In courses throughout the program,
students will be given ample opportunity to use technology and digital skills in order to
gain knowledge, work on individual research, and take part in individual and group
projects. Consequently, they will be able to take full advantage of modern technology in
managing their professional growth as well as their own teaching, gradually relenting
frontal teaching by focusing on managing their students’ learning.
2 Entrance requirements
English teachers with at least three years of teaching experience are invited to apply.
Applicants will be invited to an interview where their qualification for the program will be
assessed. They will be expected to present the following items:

A letter of recommendation from their English Inspector or the school principal.

A teaching certificate

Three years teaching experience

B.Ed. or B.A. degree in English and transcript with academic credits with a
minimal grade average of 80 in courses taken in departments of English and
Education.
Qualified candidates without academic background in Linguistics, Applied Linguistics
and/or Education courses specific to the teaching of English will be required to take courses
at the B.Ed. level to bridge the gap as a condition for acceptance to the program. Depending
on their academic and professional background, they may need up to eight annual hours in
B.Ed. disciplinary and/or education courses in addition to the 23 hours of the M.Ed.
program.
3 The Program
The two-year M.Ed. program is made up of compulsory and elective courses in four areas
of study: Foundations, Literacy Development, Communication in a Digital Age, and
Educational Researchas displayed below. Specific courses and instructors vary from year
to year and may differ from those listed below. Abstracts follow.
PROGRAM OVERVIEW
FOUNDATIONS
Prof. Elite Olshtain
A Discourse Approach to Grammar
Dr. Valerie S. Jakar
Discourse Analysis, Spoken Communication
Compulsory
SEMINAR OPTION
Compulsory
Dr. Valerie S. Jakar
Discourse Analysis, Worlds of Literacy and the English
Language
Compulsory
SEMINAR OPTION
Prof. Elite Olshtain and Dr. Deborah Dubiner
Selected Topics in Language Acquisition
Compulsory
SEMINAR OPTION
Dr. Marsha Bensoussan and Dr. Deborah
Dubiner
English in the Sociolinguistic Ecology of Israel
Elective
SEMINAR OPTION
Dr. Marsha Bensoussan
Advanced Course in Language Assessment
Elective
Dr. Zehava Bigman
Reading and Writing in English: Normal Development
and Disabilities
Compulsory
SEMINAR OPTION
Dr. Elisheva Barkon
Reading in a Second Language: Theory and Pedagogical
Implications
Elective
Dr. Marsha Bensoussan and Dr. Deborah
Dubiner
Multilingual Reading and Writing
Elective
LITERACY DEVELOPMENT
COMMUNICATION IN A DIGITAL AGE
Dr. Elaine Hoter
Issues in Modern Technology in the Language Class
Compulsory
Dr. Elaine Hoter and Rabbi Dr. Boaz Cohen Dr.
Boaz Cohen
Dr. Elaine Hoter
Jewish Values in Cyber World
Compulsory
Teaching English through the Internet
Elective
Dr. Elaine Hoter
Models for Online Learning
Elective
Dr. Emmy Zitter
Dr. Emmy Zitter
Text, Film, Lesson
Creative Writing and Technology
Compulsory
Elective
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE
EDUCATIONAL RESEARCH
Dr. Marsha Bensoussan
Quantitative Research Methods and Statistics
Compulsory
Dr. Valerie S. Jakar
Qualitative and Classroom Research Methods
Compulsory
Prof. Elite Olshtain and Prof. Bernard Spolsky
Research Project Workshop
Compulsory
4 Abstracts
4.1 FOUNDATIONS
4.1.1 A Discourse Approach to Grammar (seminar option):
Professor Elite Olshtain
Students will be encouraged to study in depth key issues in the structure of the English
language. The reading, classroom discussions and individual projects will enhance the
students' understanding of English grammar, expand their skills in linguistic analysis and
develop a pedagogical approach. The focus will be on contextual analysis, a discourse
approach to grammar and a deeper understanding of the acquisition process of L2 structure
leading to a multifaceted teaching approach.
The course sessions will allow students to become personally involved in analyzing
structural features of English in a variety of contexts with special emphasis on EFL
teaching. They will prepare teaching units that will relate to the learners' first language and
that will take full advantage of new technologies and will share experiments which they
will carry out in their classes.
4.1.2 Discourse Analysis, Spoken Communication: Dr. Valerie S.
Jakar
In this course, students will examine spoken language communication in a range of
situations including classrooms and lessons where a second or foreign language is being
taught.
Following a review of sociolinguistic and sociometric approaches, and typical
features of spoken interaction, we will engage in collaborative study of features which are
significantly related to language learning and teaching. The course includes an online
module.
4.1.3 Discourse Analysis, Worlds of Literacy and the English
Language (seminar option): Dr. Valerie S. Jakar
This course introduces students to an exploration of the systematic relationships between
linguistic systems of written English language and contexts of use. A brief overview of the
history and the geography of English and its spread via the written word will reveal a rich
tapestry of significant events and situations which reflect change and development in the
world up until this very day. Following the introduction to discourse and ways to analyze
discourse, students will be exposed to a wide range of texts and text types, giving them the
opportunity to investigate literacy events which pertain to education and English Language
Teaching. The course includes an online module.
4.1.4 Selected Topics in Language Acquisition (seminar option):
Prof. Elite Olshtain and Dr. Deborah Dubiner
The course is designed to provide students with advanced insights into language acquisition
by focusing on language acquisition processes and the implications for second/foreign
language learning.
4.1.5 English in the Sociolinguistic Ecology of Israel (seminar
option): Dr. Marsha Bensoussan and Dr. Deborah Dubiner
This course is devoted to an examination of the place of English among other languages in
Israel; attitudes of native and non-native users of the English language; the spoken and
written uses of English in Israel; English in the media; and goals, methods and materials of
English language learning in the classroom and other learning and cultural environments.
Theory, research practices and implications in Israel will be examined. The course will
include local field work with students' families, friends and pupils.
4.1.6 Advanced Course in Language Assessment: Dr. Marsha
Bensoussan
This course examines principles of language testing and evaluation in the digital age. The
course will discuss theory and research, arriving at criteria according to which tests can be
constructed and evaluated for various purposes. Technical advancements in special testing
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE
circumstances, such as helping students with language learning difficulties, will also be
explored.
4.2 LITERACY DEVELOPMENT
4.2.1 Reading and Writing, Normal Development and
Disabilities (seminar option): Dr. Zehavah Bigman
In this course students will be exposed to developmental and cognitive models of the
reading process. Cognitive processes basic to second language reading acquisition will be
discussed in relation to difficulties that are specific to dyslexia. We will discuss aspects
contributing to the development of accurate reading and spelling in English as compared
with Hebrew, including: (a) phonological, linguistic and cognitive processes; (b) acquired
skills in the areas of orthography, morphology, morpho-phonology and syntax. In addition,
we will examine factors contributing to automaticity in writing and spelling. We will
conclude with a discussion of development of written expression.
4.2.2 Reading in a Second Language, Theory and Pedagogical
Implications: Dr. Elisheva Barkon
The course is designed to provide students with insights into the nature of first and second
language reading with a focus on three components: word recognition, segmentation into
meaningful syntactic and semantic units, and comprehension processes. Theoretical
perspectives and pedagogical implications will be considered for each component skill.
4.2.3 Multilingual Reading and Writing: Dr. Marsha Bensoussan
and Dr. Deborah Dubiner
This course is devoted to understanding theory and research in multilingual reading and
writing, evaluating existing Israeli materials, and designing multilingual activities
involving multimedia. Practices and implications in Israel will be examined. It is geared
towards students who are interested the processes of reading and writing from the
perspectives of the multilingual learners.
4.3 COMMUNICATION IN A DIGITAL AGE
4.3.1 Issues in Modern Technology in the Language Class: Dr.
Elaine Hoter
This blended learning course focuses on current issues related to the research and practice
of educational technology in language classes. We will examine recent trends including:
ethics, research, equity, access, literacy, and school reform.
4.3.2 Jewish Values in Cyber World: Dr. Elaine Hoter and Rabbi
Dr. Boaz Cohen
This course will show how Jewish values are reflected through social networking and
cyberspace in the English world. Issues of ethics will be raised and covered from different
perspectives as seen through the Internet and various platforms. Students will debate
different issues both in class and through the Internet.
4.3.3 Teaching English through the Internet: Dr. Elaine Hoter
Teaching in the twenty first century requires teachers to be able to apply cutting edge
technology appropriate to the teaching of English as a foreign language in their classroom.
The course will give the students practical experience developing units for teaching online
as well as implementing the material in the classroom. The course is a-synchronous with
an online meeting and/or a face to face meeting between the students and pupils.
4.3.4 Models for Online Learning: Dr. Elaine Hoter
This course will give the theoretical background and models for integrating technology in
English language teaching. The participants will make their own online project
collaborating between pupils from different background/cultures based on a model or
combination of models. The students will carry out the project in the school system.
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE
4.3.5 Text, Film, Lesson: Dr. Emmy Zitter
As teachers of English to speakers of other languages, we know the importance of teaching
literature to pupils whose mother tongue is not English. More and more in the twenty-first
century, however, teachers must take into account that our pupils have another mother
tongue, the language of the digital age. Films, from short clips to full-length feature
movies, speak to our pupils in a way that we can use to enhance their understanding of and
appreciation for traditional works of literature and to improve their proficiency in English,
as well.
This course will focus on works of literature that have been adapted and interpreted in the
medium of film. The course will be divided traditionally into textual genres. It will suggest
a theoretical basis for using film versions of works alongside the texts in order to understand
the multiple interpretations possible in a rich work of literature, and it will examine the
complexities inherent in translating text into pictures and sounds.
4.3.6 Creative Writing and Technology: Dr. Emmy Zitter
The course in creative writing will help participants appreciate the richness of the English
language by encouraging them to use it creatively and with sophistication. It will also
encourage the participants to use creative writing to teach their own pupils to use the
language more effectively, focusing on using new technology such as blogs and wikis in
the classroom.
At a time when the study of literature in the English curriculum has been given more
emphasis than ever by the Ministry of Education, this course will use recognized texts
(poems and short stories) and the experience of writing and reading their own works to
deepen the participants’ understanding of literature. These students, all of whom are
English teachers, will then be able to guide their own pupils in their reading and writing,
thus enriching their pupils’ language skills and their abilities in critical reading.
The course will give participants general guidelines for writing assignments, e.g. by genre
(write a haiku, a sestina, a sonnet, a short story), by technique (create an extended metaphor,
work on dialogue), or by general subject and theme (write a description focused on sensory
information, plan a story that hinges on a secret revealed). We will create a class blog and
wiki to get experience in writing for and managing new writing technologies. In the course
of their writing and discussion, participants will learn the vocabulary of writing, literary
analysis, and technology, with a view to becoming better, more conscious writers and selfcritics and to teaching writing in their own TESOL classrooms.
4.4 EDUCATIONAL RESEARCH
4.4.1 Quantitative Research Methods and Statistics: Dr. Marsha
Bensoussan
The goals of the course are to teach basic knowledge of statistical methods needed to
understand, plan, carry out and interpret research work in the social sciences and education.
4.4.2 Qualitative and Classroom Research Methods: Dr. Valerie
S. Jakar
This course introduces students to a range of opportunities to research language learning
and language teaching with special attention to the English language classroom. A focus
on qualitative research methods which can be employed by teachers will enable participants
to explore possibilities, and conduct, collaboratively, investigations of language classroomrelated issues. The course includes an online module.
4.4.3 Research Project Workshop: Professor Elite Olshtain and
Professor Bernard Spolsky
During the second year, while working on their Final Projects, students will receive support
and guidance from Professor Elite Olshtain and Professor Bernard Spolsky through
traditional and state-of-the-art communication. Students will discuss their topics, sharing
in the problems of designing and implementing research, collecting and analyzing data, and
writing up results. The emphasis in projects will be on relevance to the school teaching of
English.
SHAANAN COLLEGE, M.ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN A DIGITAL AGE