Israel's population includes over a million Russian-speaking immigrants and more than 300,000 native English speakers. These groups differ in social integration and in the status of their heritage languages in Israel. We compared children's and parents' perceptions of children's identities, language abilities, and language preferences among…

This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition…

This study analyses Russian-speaking immigrant parents' beliefs and attitudes toward the education of their children in German and Israeli bilingual kindergartens. Why did the parents chose bilingual education? Which convergences and divergences exist in parents' beliefs, expectations and attitudes toward bilingual kindergartens in Germany and…

This study focused on the role of bilingual versus monolingual preschool education in the development of lexical knowledge in Russian (L1) and Hebrew (L2) among second-generation Russian-Hebrew speaking immigrants in Israel. The study was designed as a longitudinal and comparative study. The lexical knowledge of children was measured three times…

This article presents an in-depth, small-scale qualitative study of a Hebrew-Russian bilingual family with 8 children, and compares the parents' perspective on the family language policy with their children's evaluation of it. Spolsky's (2004, 2009) model of language policy enables tracing the development of the parents' language…