Examining the connection between identity and Hebrew linguistic skills among monolingual and bilingual preschool childreniof Immigrants from Ethiopia and FSU (Hebrew)

This study examines the relationship between Hebrew language skills and identity perception among preschool children from Amharic- and Russian-speaking backgrounds, who were born in Israel to immigrant parents. The aim of the study is to investigate the connection between identity perception and language, specifically whether there is an association between a strong Israeli identity and high achievement in the Hebrew language. Additionally, the study focuses on the children's language preferences, whether they prefer Hebrew, the home language, or a combination of both and how these preferences influence their sense of belonging to Israeli society and to their ethnic culture.

The research is grounded in sociolinguistic theories that highlight the close link between language and identity. It assumes that the higher the children’s proficiency in Hebrew, the stronger their connection to Israeli identity will be. Conversely, strengthening the home language and culture may contribute to the preservation of ethnic identity. To this end, the study examined three groups of children: those from Amharic-speaking backgrounds, Russian-Hebrew bilinguals, and monolingual Hebrew speakers. Language skills were assessed in three domains: phonological awareness, vocabulary, and syntax. In addition, identity perceptions and language preferences were evaluated through questionnaires and structured interviews with the children.

The findings revealed significant differences between the groups regarding Hebrew language skills. Children from Amharic-speaking backgrounds demonstrated higher levels of Hebrew proficiency compared to those from Russian-speaking backgrounds, likely due to differences in family language maintenance policies. Furthermore, a relationship was found between identity perception and Hebrew proficiency. Children who exhibited a strong Israeli identity showed higher levels of Hebrew proficiency, whereas children with a strong connection to their ethnic identity demonstrated lower proficiency. Moreover, children who preferred to use Hebrew tended to identify with Israeli identity, while those who preferred the home language adhered more strongly to their ethnic identity.

In addition, it was found that linguistic background (Amharic-speaking versus Russian-speaking) predicted vocabulary and syntax skills. Participants from Amharic-speaking backgrounds exhibited higher performance in vocabulary and syntax skills compared to Russian-Hebrew bilingual participants. Other background variables that predicted vocabulary skills included self-reported Hebrew language ability, the language spoken at home and with friends, and language preference. In contrast, personal, familial, and developmental background, identity perception, and linguistic self-perception were not found to be significant predictors of vocabulary skills. Background variables that predicted syntax skills included Hebrew language ability and the language spoken with the father (speaking both languages). However, personal, familial, and developmental background, identity perception, language preferences, and linguistic self-perception were not found to be significant predictors of syntax skills.

The study underscores the importance of addressing the issue of bilingualism and ethno-linguistic identity among children of immigrants. Strengthening Hebrew while maintaining the home language is essential for their identity, social integration, and academic success.