Language Attitudes and Ideologies

Conclusion The results of the research show considerable differences in the perception of the three languages. In Arabic the symbolic aspect is the most important, since the five statements which dealt with this topic received the highest rating (such as “my national language”, “proud of the Arabic language”, etc.). Hebrew was perceived as the language of contact with the Jewish Israelis in the various areas; that is, it is a useful language for pragmatic purposes (learning Hebrew increases the chances to be accepted at a university, finding a job in Israel, etc.). Six statements on this topic received the highest rating. In contrast to these, English was perceived as a vital language for pragmatic purposes. From the results of this study we learn that the policies, as reflected in the language education policies and curricula, have failed to consider the needs and attitudes of the minority students towards the various languages taught and their motivations for learning them. While the symbolic aspects are emphasized by the subjects in relation to Arabic learning, the emphasis on the curriculum is on the pragmatic aspects. The opposite is true in Hebrew: while the subjects emphasize the pragmatic aspects for learning the language, the curriculum emphasizes its cultural and national aspects.