The goal of the program is to help teachers reach a level of Hebrew fluency whereby they can meaningfully conduct a class, or portions of a class, in Hebrew. Achieving this depends on will, motivation, and confidence; it also depends on the existing level of Hebrew proficiency. The program will be the most successful for teachers who already have a thorough grounding in Hebrew. To get a sense of whether you are eligible for the program, please read the following description and see whether your Hebrew skills fit at least this level or higher. The description is based on the guidelines of the American Council on the Teaching of Foreign Languages (ACTFL), and describes Hebrew skills at the advanced intermediate level.
Characterized broadly, this is a stage of linguistic development at which the basic language structures and general vocabulary have been learned and can be activated fairly fluently (though with errors) in controlled or preplanned communicative situations and over a limited range of topics.
Speaking: The learners can describe self and family, daily routines, and environment; narrate past events; and discuss future plans using present- and past-tense verbs. They are likely to have trouble with irregular conjugations and uncertain control of the future tense. They can handle simple, everyday communicative tasks and social situations, and express opinions in simple terms.
Reading: Participants can read vocalized text without errors but read unfamiliar unvocalized text inaccurately and slowly. They can extract general information from simplified narrative, descriptive, and discursive texts, though they may rely more on lexical clues and overall context for deriving meaning than on grammatical relations. They have to read material several times for understanding.
Listening: Listening at the high-intermediate level is characterized by ability to understand sentence-length utterances uttered at normal pace, as well as questions asked in context or repeated. The learners can gather the main gist of an overheard conversation on familiar topics, but need vocabulary preparation and contextual support in order to understand a lecture on an abstract topic.
Writing: They can compose a short letter, a diary entry, a description of a problem, etc., with some spelling and grammar errors and basic vocabulary. Overall, the writing reflects the individual writer's speech.