From its inception, #OnwardHebrew has advocated for synagogue and part-time programs to create a rich Hebrew environment. When the word “environment” is thought of only as physical space, its purview is narrowed to signage and children’s learning spaces. I hope it is not too surprising that #OnwardHebrew’s innovators intended “rich Hebrew environment” to mean weaving Hebrew throughout the education program - well beyond a weekly sit-in-your-seat Hebrew lesson taught by a designated teacher or tutor.
 
Creating a “rich Hebrew environment” is similar to the practice of “layering” in interior design - mixing and matching colors, textures and patterns to add depth and interest to the space. Interior designers explain that layering helps elevate a space, make it feel more welcoming, and gives it character and/or dimension. Individuals experiencing a room designed with layers, engage with different aspects. Some might be drawn to the soft pillows and sofas, others to the textures of baskets and bowls, and still others might feel soothed by the colors. But overall, interior designers work to create an integrated experience and emotional reaction.
 
I offer this example of layering to create a parallel between the results that interior designers seek in a physical space with the intentional layering of Hebrew learning in a synagogue or other part-time Jewish educational programs. I’d also like to suggest that layered Hebrew experiences have the potential to create Jewish educational depth and interest, as well as emotional connections for the learner to Hebrew, Jewish life and the Jewish community.
 
What does layered Hebrew learning look like? Click on the PDF, below, for that answer!

In 2024, #OnwardHebrew commissioned a study in which two researchers interviewed 22 fifth, sixth and seventh graders from four different #OnwardHebrew “All In” synagogue programs. The goal was to discover what children had to say about their Hebrew learning.
 
Among the themes uncovered by the researchers was that children reported that Hebrew learning was a “safe” endeavor. Yes, safe. Quite a few students indicated that they did not feel judged by their Hebrew teachers, nor did they feel stressed when learning Hebrew. [But,] developing students’ personal sense of safety is not explicitly mentioned in #OnwardHebrew’s guidance documents and professional development materials... 

So, what can we make of the conclusion that #OnwardHebrew’s approach lowers the tension and stress felt often in learning situations? There are traditional Hebrew teaching practices that #OnwardHebrew programs ignore, as well as practices baked into the sound-to-print / rich Hebrew environment approach that likely lead to the learners’ feelings of safety. 

Click on the PDF, below, to read this full blogpost.