As populations become more mobile, so interest grows in bi- and
multilingualism, particularly in the context of education. This volume
focuses on the singular situation in Israel, whose complex
multiculturalism has Hebrew and Arabic as official languages, English as
an academic and political language, and tongues such as Russian and
Amharic spoken by immigrants.
Presenting research on bi- and trilingualism in Israel from a multitude
of perspectives, the book focuses on four aspects of multilingualism and
literacy in Israel: Arabic-Hebrew bilingual education and Arabic
literacy development; second-language Hebrew literacy among immigrant
children; literacy in English as a second/third language; and adult
bilingualism. Chapters dissect findings on immigrant youth education,
language impairment in bilinguals, and neurocognitive features of
bilingual language processing. Reflecting current trends, this volume
integrates linguistics, sociology, education, cognitive science, and
neuroscience.