Update on our projects

It has been over a year since we’ve posted on this blog. That does not mean, though, that we’ve been idle.

First, we both went through promotion reviews this last year and can now drop any qualifiers to our professorial status. For John, I had no doubt of the positive outcome.  For my part, I considered it a trial run and was more than pleasantly surprised by the success.

Second, we (with Phillip Samuel Marshall at Houston Baptist) have finished our Ecclesiastes commentary for Baylor (in the BHHB series). This follows the Ruth and Esther volumes for me (see left sidebar) and the precedes the Biblical Aramaic volume that John is finishing.

Third, we’ve seen some articles come out in print and others finished an submitted. More importantly (because ultimately, our research serves our teaching), we have drafted most of our Intermediate Biblical Hebrew textbook, to follow our Beginning Biblical Hebrew (again, see the sidebar), a large part of our Advanced Biblical Hebrew textbook, and we have both begun drafting respective primers on BH syntax and the BH verbal system. Finally, a reflection of our stance on the use of linguistics to study BH, we have also initiated a volume we’re calling Linguistics for Hebraists, which will include introductions to various linguistic theories (including case studies) aimed at the student of ancient Hebrew.

As some of these projects are completed, we hope to return to a few more blog posts in the next year (at least, more than the zero of last year!). For my part, I’ll be throwing out a few ideas very soon in posts following this one.

Introducing “Beginning Biblical Hebrew” (videos)

Last November at SBL, John and I sat down to record a few videos introducing our textbook (Beginning Biblical Hebrew; see here), its pedagogical approach, and the supplementary materials we’ve made (or are planning).

 There are a few humorous backstory details, but the one I’ll share is that we did this at 8am after a poor night of sleep (I never sleep well in hotels). So, for me at least, keeping my eyes open was the first victory and stringing together coherent comments was the second.

Below are the videos for those who are interested.

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Posted in Ancient Hebrew, Hebrew Textbook, Pedagogy. Tags: , , . Comments Off on Introducing “Beginning Biblical Hebrew” (videos)

More on our Beginning Biblical Hebrew

The good folks at Baker Academic have set up a website for us to use as a way to support instructors using our new textbook.

The site has a blog, a forum, an area where we will post more draft supplementary materials, and links to the existing materials that Baker has edited and makes available to instructors. 

So, if you’re using our textbook or are interested in using it, stop by the new textbook digs: 


We will be putting up more posts there in the coming week.

Posted in Ancient Hebrew, Hebrew Textbook, Pedagogy. Tags: , . Comments Off on More on our Beginning Biblical Hebrew

Beginning Biblical Hebrew (BBH) is shipping!

Our new textbook, Beginning Biblical Hebrew: A Grammar and Illustrated Reader, is now shipping from Baker Academic (and presumably other booksellers). I received my author copies earlier this week and was holding the book with a mixture of pride (it’s really nicely sized, like a workbook should be, and the layout, type, and binding quality is excellent) and relief (it’s been 13 years since John and I began formally working on Hebrew textbook materials).

A couple months ago, I put a link to the textbook on the left sidebar that takes you to the Baker site for BBH. We describe the principles of our approach herehere, and here. We recognize that our pedagogy may require new effort, even for seasoned instructors. And this is why Baker enthusiastically agreed to host a web page for additional teaching materials to go with the textbook.

Yesterday I noticed that the folks at Baker have now added the pages for resources for students and instructors. For students, there are vocabulary flash cards and audio files. For instructors, already available are sample quizzes and exams (with exam answer keys). Coming soon will be sample lessons plans, vocabulary cards to print out for in-class games or drills, and a full instructor’s manual and answer key.

We hope those of you already using the textbook will find these resources useful. For those not yet using the textbook, we hope you’ll check it out. Perhaps knowing that we’re creating a significant support framework for using it in a highly-interactive, communicative, fun BH learning environment will encourage you.

Biblical Hebrew Pedagogy

For the 2012 annual Society of Biblical Literature meeting I was asked by Randall Buth to participate in a panel of the Applied Linguistics for Biblical Languages Group on the question, “Where Do We Set the Bar in Biblical Language Training?”.

I was flattered and intrigued. I haven’t participated in this group in the past and didn’t quite know what to expect. However, since our Biblical Hebrew textbook is coming out in the early Summer with Baker Academic and I am currently teaching intro BH using the draft textbook, I thought I’d throw in my 2¢, listen carefully, and hopefully learn something I could apply.

Perhaps for those who have attended this group in the past, it was more of the same tune. For me, it was stimulating, encouraging, and energizing. As I listened to the presentations of the other panelists (and listened as I read my own presentation!), it dawned on me that I’d been slipping into old, lazy patterns in the last few weeks of my BH class. That realization was combined with Daniel Street‘s presentation in which he drove home the point that reading proficiency (the widely-agreed goal of biblical language learning) only comes after conversational proficiency. That is, you can’t get to real reading without first learning to communicate by speaking and hearing. (By the way, Daniel has begun his round-up of the relevant sessions at SBL on his blog, here). [Update Dec 7, 2012: Daniel has continued his post-SBL report here.]

The result of the experience was that I returned with a renewed dedication and refreshed energy to create a better communicative classroom environment. So far, it’s been a lot better. I happened to mention the panel to one of my students after class last week and her response was encouraging: “So that’s why you’ve been using more Hebrew in class” (and, I will add, why I put an abrupt stop to their increasing habit of coaxing English glosses out of me if they didn’t immediately get the meaning of our vocabulary icons).

Below is my presentation for the panel. I hope it provokes a productive discussion. (One of the comments after the presentation was a concern that my learning outcomes would not fit that instructor’s context; to be clear, my proposed learning outcomes are about “setting the bar” generally and I acknowledged to the audience that a good and wise teacher will also adapt to his or her contextual needs.)

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Hebrew Textbooks: Update

Last August we announced here that our new textbook, Biblical Hebrew: An Illustrated Introduction (BHII), was entering into the testing stages and invited those interested in helping us in that process to contact us. The grammar has been well received through our test group and we have greatly benefited from their feedback on it.

Therefore we are happy to announce that we are now releasing the grammar in pdf form for use beyond the test group.

[links removed on July 5, 2012]

We are releasing the 2-volume BHII (Lessons and Readings) now and will follow them up later this summer with the completed instructor’s manual and also a draft of the intermediate Reader, tentatively titled Biblical Hebrew: An Illustrated Reader (BHIR), which will include the Elijah and Elisha stories in Kings.

At the same time, the manuscript will be going to the publisher shortly so that we can provide a professionally typeset, bound version, along with (we hope) many other supporting materials such as an epub version, hi-resolution pdfs of the illustrations for electronic presentation use, and professionally recorded audio to use along with the materials.

Note that the PDF files posted above have been optimized due to size concerns. Those who sign up at our forum for BHII (bhii.proboards.com) will have access this year to the full size files, which maintain a higher resolution for course printing and electronic presentation. (Please contact us at bibhebii-[at]-gmail-[dot]-com for access to the forum.)

Our previously completed grammar, Biblical Hebrew: A Student Grammar (BHSG), remains freely available in pdf form. Thanks to some sharp-eyed users it has gone through another pass of corrections this summer.

Hebrew Textbook(s), Update

In a previous post, we announced the existence of a second Hebrew textbook we have created — one that uses more of an “immersive” learning experience by using comic-book style biblical scenes paired with graded Hebrew texts and asking students to read and answer in biblical Hebrew, and interact with each other and their instructor in Hebrew. This second textbook is titled Biblical Hebrew: An Illustrated Introduction (BHII), which complements the different (more traditional) pedagogy of our first textbook, Biblical Hebrew: A Student Grammar (BHSG).

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Our New Biblical Hebrew Textbook

We are very excited to report that we have just finished a draft of our new biblical Hebrew textbook:

Biblical Hebrew: An Illustrated Introduction.

Why, you might be asking, have we written a second Hebrew textbook? The answer has to do with pedagogy

Our first textbook, Biblical Hebrew: A Student Grammar (which has its own page above and here and has been positively reviewed here), is in the mold of the grammar-translation model of language learning. That is, after each lesson, the exercises focus on producing a few forms (such as inflected verb) and then translating examples taken from the biblical text. This model of teaching and learning biblical Hebrew—indeed, all ancient languages—is the overwhelmingly dominant approach. Now, for some students this approach works very well; for more students, this approach to language learning results in PHSD (‘post Hebrew stress disorder’). Our own teaching experience confirms that the following description reflects many students’ assessment: “Grammar translation method: A dull, dry, and ineffective teaching method.”

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