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Feuer, Avital. (2008) Who Does This Language Belong To? Charlotte, NC: Information Age Publishing, Inc. Pp. 137         ISBN 978-1-59311-837-2 (paperback)

Reviewed by Stacey Long-Genovese
Arizona State University

February 19, 2009

In a self-described attempt to better understand feelings of displacement between two languages, cultures, and identities, author Avital Feuer studied an advanced Hebrew class at a large university in Canada. A personal narrative and results from the research are combined to create a brief discussion of Jewish Diaspora, cultural and language identity, and second language instruction in her book, Who Does This Language Belong To ?

Using a personal and a research approach, the author has produced a book that allows readers with limited knowledge of Jewish history to follow content and analysis without feeling lost. Early chapters introduce theoretical and empirical research concepts of language identity, second language acquisition and social and psychological foundations, which lay the groundwork for future discussion regarding the author’s research. While strong in historical inclusion, the discussion of the theoretical perspective on how one’s identity is related to language and culture remains one-sided throughout the book. This deficiency is corrected in the conclusion, however, as Feuer navigates the complicated web of Jewish culture, language, nation, and identity. Nonetheless, in the final analysis, the work lacks a discussion of second language acquisition. Although well crafted in its analysis of anomie, the book gives short shrift to the concepts of bilingualism and/or multilingualism and the retention of identity throughout the process of language learning.

An autobiographical section gives the reader a personal perspective on the author and the study. Growing up between nations, the author describes a connection with two distinct identities, one Jewish and Israeli and the other English speaking Canadian. However, the acknowledgement of a double identity is in contrast to the research presented early in the book. Through personal experiences and a desire to understand what happens in an adult Hebrew classroom, the author takes readers on a journey of language and cultural discovery.

The researcher strove to dive deeper than have others working in this genre. Qualitative measures were employed in place of quantitative. The author describes the need to take the research to an undiscovered place. The qualitative methodology for the study was clearly communicated and flexibility in gathering data appeared paramount.

Readers may appreciate the full disclosure made by the author in reporting the study. Preparation for the research and relationships to the teacher and participants are openly discussed. The reader can feel as though they have witnessed each step along the way to discovery. Feuer shares excerpts from interviews demonstrating participant emotions and interpersonal relationships with classmates. Through these excerpts, readers can examine the participants’ expression of religious, personal, academic, and cultural motivations for learning Hebrew.

Beginning in Chapter 6, the author recounts considerable discussion regarding identity, culture and language. Feuer introduces a uniting theme that permeated discourse in the class, viz., the effects of anti-Semitism and how it manifests in modern form. Though participants did not always agree on details, the unifying theme of solidarity against those who attempt to vilify or attack the Jewish community or Israel, remained constant.

Participants also agreed that they felt like a “minority” among a larger community. Despite the fact that all participants resided in Canada while attending university, few identified as Canadian. The concept of identity, especially as it relates to the worldwide Jewish Diaspora, is unquestionably complex. The author carefully notes participant conversation when amalgamating the theories of Ben-Rafael (1994) and Bourdieu to describe the simultaneous connection and conflict between language and identity.

Motivations for learning Hebrew were demonstrated variance as well. The students who identified as Israeli and who spoke Hebrew in their everyday lives admitted taking the class for an easy grade, while the Canadian born participants intended to learn the language and gain proficiency. Students commented on the division between those with oral Hebrew fluency and those still working toward proficiency. The author notes that “spoken fluency was the prestigious currency of the class, and knowledge of grammar and reading comprehension skills was not desirable (page 94).”

Careful observations during class discussion led the author to uncover the nuances and complexities that surround “being Jewish” and “being from Israel.” An added layer of intricacy is created when these same multi-ethnic students transitioned to Canada. Religiosity also became a complex identifier for the study participants. Being Jewish, being religious, and associating with Israel offered several different definitions in the group. Feuer observed that nationalism and a modernist/essentialist perception became key markers in establishing identity for the Israeli group. First-generation Israeli identifying students, led to Israel by the Diaspora, found it difficult to claim a nationalist stance when their minority status was questioned.

An additional discovery, and yet another added element of complexity, is the distinction between secular and orthodox religious affiliation. Most participants found a strong connection between national affiliation and religious association, and therefore cautiously created identity around each of the multiple themes. In addition, Feuer draws an interesting, although minimally supported conclusion, that the participants were left hungry for a national identity due to a perceived rejection of Canadian patriotism. A Canadian national identity that Feuer claims is purposefully left undeveloped by their host country.

The research indicated that oral fluency and language “intuition” were strongly connected to a “true” Israeli identity, both by first and second language speakers. Language identification, as it turns out, plays an important role in national identification, in a similar way to religious affiliation, however to a stronger degree.

An interesting observation of the class instructor played a key role in the author’s analysis. The Hebrew instructor was observed as rejecting the students’ identity as Israeli due to language usage. Siding with Kramsch (2003) and Valdes (2005), the author identifies problematic reasoning on the part of the instructor, a common theme among many in language instruction. The repeated imposition of language standards for grammar and usage requires the observance of rules that are established by an elite or ruling class. Determinants then, for language purity and corresponding national identification, are based on exclusionary principles that entirely ignore the well established and natural progression of language learning, bilingualism/multilingualism, and cultural literacy. This plays out in the classroom as the instructor, elite by virtue of her position in power, places judgment on word choice, verb conjugation and vocabulary of students in the class. As some of the students immigrated to Israel from other parts of the world, and then later to Canada, their accents and word choice may be influenced by their other language inputs. The desire to maintain an elite status and to standardize the Hebrew language is then demonstrated as the instructor enforces language rules, or judges identity as being, or in this case not being “truly Israeli.”

In her analysis section, the author presents a well developed and concise historical perspective of the Jewish Diaspora and its effects on the resulting variations of Hebrew, Yiddish, and Jewishness worldwide. She combines theories that strengthen the assumptions underlying her research. The gender research of Butler (1999), the ethnic research of Tse (2000), and sociocultural research of Vygotsky (1981) all assist the author in assembling complex theories of identity, language and “otherness.”

Feuer draws implications for the practice of second language instruction based on her research findings. Recognizing that hierarchy exists between native speakers and second language speakers of Hebrew in the classroom, the author asserts that reconciliation must be attempted in order to improve the atmosphere of learning. Working from Kramsch’s (2003) claim that encourages students’ strengths and contributions, non-native speakers are permitted to achieve greater levels of fluency when instructors foster a level learning environment. To achieve this, the author suggests commencing class with structured vocabulary and grammar while concluding with task based conversation building such as problem solving and rehearsal of real-world scenarios.

Who Does This Language Belong To? provides an interesting personal narrative and sound empirical evidence on language learning, culture, and instruction. Though the book is specific to Hebrew and the Jewish community, this research can be applied to many colonized and Diasporal cultures worldwide.

References

Ben-Rafael, E. (1994) Language, Identity and Social Divisions: The Case of Israel. Oxford, UK: Clarendon Press.

Butler. J. (1999). Gender Trouble. New York: Routledge Press.

Kramsch, C. (2003) The privilege of the non-native speaker. In C. Blyth (Ed.) The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near-Native, and the Non-native Speaker (pp. 251-262).Boston: Heinle.

Krashen, S. (1982) Principles and Practice in Second Language Acquisition. New York: Pergamon Press.

Tse, L. (2000). The effects of ethnic identity formation on bilingual maintenance and development: An analysis of Asian American narratives. International Journal of Bilingual Education and Bilingualism. 3, 185-199.

Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? Modern Language Journal. 89, 410-426.

Vygotsky L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology (pp.144-188). Armonk, NY: Sharpe.

About the Reviewer

Stacey Long-Genovese

Stacey Long-Genovese is a doctoral student in the Education Leadership and Policy Studies program at Arizona State University. Her areas of interest include second language acquisition, language policy, and bilingual research dissemination and implementation. A desire to work on more public health/minority issues led me to UCLA where I managed the assessment components of two large scale longitudinal studies- both of which had a tremendous impact on the direction of my career. The first was a study for HIV prevention in high-risk homeless teens, and the second was working with HIV positive mothers with teenaged girls. I completed my undergraduate degree at UC Davis in Rhetoric and Communications, and after deciding not to complete a law degree, I sold everything I owned and moved to Spain on a whim. A love for adventure kept me there for 3 years where I taught English and sharpened my Spanish skills.

Copyright is retained by the first or sole author, who grants right of first publication to the Education Review.

Editors: Gene V Glass, Kate Corby, Gustavo Fischman

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