|
HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
hebrew language
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Prof David Bunis
Coordinator Office Hours:
By email appointment
Teaching Staff:
Prof David Bunis
Course/Module description:
Although the number of Ladino/Judezmo speakers is on the wane, interest in the language—both on the part of its remaining speakers and its researchers—has never been stronger. The ideological roots of much of this interest are to be found in the ‘language war’ waged among Ladino/Judezmo speakers beginning in the mid- nineteenth century and focusing on which language should serve in the future as the community’s primary language: Ladino, Hebrew, French, Turkish or some other language. The aftermath of the ‘war’ continues today in the form of heated controversies over diverse aspects of the use of Ladino/Judezmo, including its status, the names for it, the writing systems used to transcribe it, attitudes toward its linguistic components (e.g., Hebrew, Turkish, French, Spanish) and stylistic varieties, the roles the language should play in the future, and the methods which should be used to ensure its transmission to future generations. Through readings and critical in-class discussion, the course introduces the participants to these lively controversies.
Course/Module aims:
Familiarity with the ‘language war’ waged among Ladino/Judezmo speakers beginning in the mid- nineteenth century and focusing on which language should serve in the future as the community’s primary language: Ladino, Hebrew, French, Turkish or some other language. The aftermath of the ‘war’ continues today in the form of heated controversies over diverse aspects of the use of Ladino/Judezmo, including its status, the names for it, the writing systems used to transcribe it, attitudes toward its linguistic components (e.g., Hebrew, Turkish, French, Spanish) and stylistic varieties, the roles the language should play in the future, and the methods which should be used to ensure its transmission to future generations. Through readings and critical in-class discussion, the course introduces the participants to these lively controversies.
Learning outcomes - On successful completion of this module, students should be able to:
On successful completion of this module,
students should be familiar with the ‘language war’ waged among Ladino/Judezmo speakers beginning in the mid- nineteenth century and focusing on which language should serve in the future as the community’s primary language: Ladino, Hebrew, French, Turkish or some other language. The aftermath of the ‘war’ continues today in the form of heated controversies over diverse aspects of the use of Ladino/Judezmo, including its status, the names for it, the writing systems used to transcribe it, attitudes toward its linguistic components (e.g., Hebrew, Turkish, French, Spanish) and stylistic varieties, the roles the language should play in the future, and the methods which should be used to ensure its transmission to future generations. Through readings and critical in-class discussion, the course introduces the participants to these lively controversies.
Attendance requirements(%):
100
Teaching arrangement and method of instruction:
Frontal lectures and presentations
Course/Module Content:
Although the number of Ladino/Judezmo speakers is on the wane, interest in the language—both on the part of its remaining speakers and its researchers—has never been stronger. The ideological roots of much of this interest are to be found in the ‘language war’ waged among Ladino/Judezmo speakers beginning in the mid- nineteenth century and focusing on which language should serve in the future as the community’s primary language: Ladino, Hebrew, French, Turkish or some other language. The aftermath of the ‘war’ continues today in the form of heated controversies over diverse aspects of the use of Ladino/Judezmo, including its status, the names for it, the writing systems used to transcribe it, attitudes toward its linguistic components (e.g., Hebrew, Turkish, French, Spanish) and stylistic varieties, the roles the language should play in the future, and the methods which should be used to ensure its transmission to future generations. Through readings and critical in-class discussion, the course introduces the participants to these lively controversies.
Required Reading:
As indicated in reading lists distributed in class and through Moodle.
Additional Reading Material:
None
Course/Module evaluation:
End of year written/oral examination 80 %
Presentation 0 %
Participation in Tutorials 20 %
Project work 0 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
None
|
