"This particular piece came at a time when we were presenting a program to parents on our Hebrew language curriculum. We copied it for everyone and sent it to our trustees.

There are many academic reasons for a second language, and new evidence shows that introduced early, additional growth occurs. I agree with these reasons. But for us, as Jewish schools, there are very specific reasons that we choose to learn Hebrew, use Hebrew and are attached to Hebrew. To be part of the Jewish tradition, in whatever way one decides, one needs to be literate. This is difficult without the Hebrew language. Josh lays out very clearly the ways in which this kesher is formed--culturally, emotionally, religiously. Connections to the Jewish people, to Israel and to our past are partially made through the Hebew language. It was a wonderful article that should speak to parents in all of our schools."

Susan Weintrob, Head of School, Hannah Senesh Community Day School, Brooklyn, NY

"Thank you for this illuminating and reasoned 'case.' We are certainly trying to promote Ivrit, while simultaneously being as inclusive as we can be of children with linguistic difficulty; the pressure from parents is enormous; we will be trying an initiative that will entail more discussion in English for some classes, with all texts and key vocab, etc., being in Hebrew."

Lucy Cohen, Principal, United Synagogue Day School, Toronto, ONT

"We have parents who believe that our children should graduate with "fluent" Hebrew. We have prospective donors who are interested in supporting the school if our graduates are "fluent" in Hebrew. I would like to know what other day schools are achieving in terms of Hebrew language proficiency so we can better gauge our own successes. Based on Josh's excellent article, I see several places where Yavneh can better incorporate Hebrew throughout the entire curriculum.

1. School announcements can be made in Hebrew as well as in English.
2. Teachers can increase the amount of Hebrew used during Judaica lessons.
3. Teachers could sponsor Hebrew book clubs, lunchtime conversation clubs or news clubs.
4. Students could be asked to make more presentations in Hebrew to increase public speaking skills in a second language.
5. Hebrew terminology can be used throughout the school to describe locations, activities, schedules, etc.
6. Opportunities can be increased for students to listen to stories, watch movies, etc in Hebrew.

Assuming we can implement all of this, will our students graduate as fluent Hebrew speakers? By what measure should we announce success?

Any advice or comparison information with regard to other day schools' incorporation of Hebrew and their expected levels of fluency would be much appreciated.

Susan Ellenberg, President of the Board of Trustees, Yavneh Day School, Los Gatos, CA

"Congratulations on this piece...it's long overdue and very powerful coming from you.

I think more emphasis should be placed in the general educational gain to the development of foreign language competency, particularly when developed as the brain is growing in the early years...parents and probably boards need to understand the general educational gains available from such study and institutional commitment. In general, I think we need some sophisticated papers on the relationship to brain development and general intellectual gain from specific studies, be they Hebrew or French...too many think that they are losing instead of gaining by our dual curriculum emphases."

Peter A. Geffen, Founder, The Abraham Joshua Heschel School, NYC; Kivunim

"Kol ha-kavod, as usual, for saying what needs to be said in an excellent way. Our school participates in the HEBREW IN AMERICA program which serves all of Bergen County, not only Tenafly."

Dr. Richard Wagner Head of School, Ben Porat Yosef, Leonia, NJ