Friday, July 11, 1980 29
THE DETROIT JEWISH NEWS
Federation-Funded Language project Teaches English to Emigres
these Russian students
takeS place there. The two-
year-old program, which re-
ceives funding from the
Jewish Welfare Federation,
has been so successful in in-
tegrating Russian students
into the regular curriculum
that it has gained national
recognition. It has served as
a model for other schools
around the country and as
the basis for the book, "Re-
sources for Teaching
English as a Second Lan-
guage."
By DENISE FOX
The resource room at
Yeshivath Beth Yehudah is
no ordinary classroom for
some 57 Russian-born chil-
dren.
A very creative approach
to teachihg English as a
Second Language (ESI., to
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Alexander Siroti, a Russian student at the
Yeshivath Beth Yehudah, uses one of many resource
room materials designed to help in mastering English
as a second language.
Students receive English dents may listen to tapes,
instruction according to read, use a reinforcing
their individual needs, ages game or activity, or par-
and levels. This allows the ticipate in an oral lan-
integration of students guage lesson.
throughout the school year
These activities allow
despite the irregular students to "speak English
enrollment of the Russian in a non-threatening
students. When students sense," Mrs. Kupinsky says.
are ready, they are
The most important in-
"mainstreamed" into the gredient to the success of
regular classroom. _
the program is the yeshiva's
English is taught skilled and sensitive per-
through a wide variety of sonnel, according to Mrs.
textbooks, audio-visual Kupinsky.
materials, and commer-
Most newly arrived Rus-
cial and teacher-made
gpmes. Many activities sin yeshiva students at
take place at the same first spend a great deal of
time, explains Bonnie time in the resource room
Kupinsky, coordinator of learning school survival
the ESL program. Stu- skills. This includes an
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BONN — In an interview
with the West German
newspaper Die Welt, Shi-
mon Peres, leader of the Is-
raeli Labor Party, said that
if he was elected prime
minister he would return
areas of the West Bank and
Gaza Strip with large Arab
populations to Arab rule,
presumably to Jordan, but
that Jerusalem would re-
main Israeli.
Peres said he would forbid
new settlements but would
permit existing settlements
in Gaza and the West Bank
to remain. He said the ques-
tion of Palestinian nation-
hood was for the Palesti-
nians to decide.
"Undoubtedly histori-
cally the West Bank belongs
to Israel — but we are not
just dealing with historic
assumptions," Peres said.
"Since I don't want to incor=
porate 1.2 million Arabs or
Palestinians against their
own wish in the midst of Is-
rael, I will return their
people and the land they
live on to Arab rule."
Peres said the one con-
dition for such a move
would be demilitariza-
tion of the area. "I have
reasons to believe that
King Hussein would
come into negotiations,"
Peres added.
He said the status of
Jerusalem had to be left for
a future agreement. "Basi-
cally Jerusalem must and
will remain united as the
capital of Israel, with free
access to all religions, and I
believe that in the domain
of symbols something can be
done in order to meet some
of the Arab expectations."
"We shall stop putting
settlements in the heavily
populated Arab areas be-
cause we don't intend to in-
corporate them into Israel,"
he added. "About existing
ones, I am not going to touch
them because there is noth-
ing wrong to see Jewish set-
tlements living under non-
Jewish mvereignty, as
there are Arab settlements
who live under non-Arab
sovereignty."
The percentage of women
in the Israeli work-force
rose from 31 percent irt1972
to nearly 38 percent in 1978.
There are now more than
375,000 women working in
Israel.
understanding of classroom
location, home and school
phone numbers and lunch-
room prices.
"When someone asks
them, 'What class are you
in?', they can answer, 'I'm
in the third grade,' " Mrs.
Kupinsky explains.
"These are things we take
for granted because we
understand English."
The youngsters must also
learn to adjust to major dif-
ferences in educational phi-
losophy. "The students are
accustomed to teachers act-
ing in an authoritative fash-
ion. They're not used to
making choices and deci-
sions. Many are hesitant
about speaking up," she
says.
Students usually start
attending regular classes
soon after their arrival, says
Rabbi Norman Kahn,
executive vice president
and administrator of the
yeshiva and its Beth Jacob
School. "We're very suc-
cessful with these students.
We get them very quickly to
be part of the class."
A student might return to
the resource room during a
class in which he cannot
function well, such as read-
ing. He would either stay in
the resource room for the
duration' of the class or re-
turn to the classroom with
his own learning materials.
According to Mrs.
Kupinsky, the impor-
tance of successful mas-
tery of English as a sec-
ond language cannot be
overemphasized. The
Russian student often
has little Jewish identifi-
cation and retains a
negative self image
through the immigration
process.
"The ESL program furth-
ers positive self concepts,
strengthens Jewish identity
and makes studendts feel
they belong in the school,"
explains Mrs. Kupinsky.
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