Bilingual Identity and Emotional Expression: Language Preferences of Arab Teachers in Jewish Schools

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Navigating Identity, Culture and Heritage Languages in Diverse Contexts

Abstract

This study examines the integration of Arab female teachers in Jewish schools through the lens of Allport’s Social Contact Theory. Employing a mixed-methods approach, qualitative data was collected through focus groups (15 participants) and in-depth interviews (20 participants), while a questionnaire was administered to 159 teachers across different regions. The findings reveal that teachers' language preferences vary across personal, professional, and social contexts. While Arabic is predominantly used in personal interactions, Hebrew dominates professional settings. Language choices are influenced by cultural identity, emotional factors, and professional competence. The study supports Social Contact Theory, demonstrating that integration is facilitated when conditions such as equal status and common goals are met. However, cultural identity remains a critical factor shaping interactions.

Author

• Eman Abo-Zaed Arar, Texas State University