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While Hebrew education maintains a dominant position in Jewish educational contexts, little research has looked at what the practice of Hebrew language education looks like on a daily basis.

This paper reports on a design experiment (Brown, 1992) where we explored how providing a linguistic support for understanding historical documents affected students comprehension of historical documents and their disciplinary literacy.

Academic language, the register necessary to be successful in school, has been widely studied in recent years.

In examining life history narratives of 14 linguistically and culturally diverse pre-service teachers, this study addresses two research questions: How do pre-service teachers construct difference between themselves and others?