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The REVIVAL OF THE HEBREW LANGUAGE took place in Europe
Europe
and Israel toward the end of the 19th century and into the 20th century, through which the language's usage changed from the sacred language of Judaism to a spoken and written language used for daily life in Israel
Israel
. The process began as Jews
Jews
started arriving in Palestine in the first half of the nineteenth century and used Hebrew
Hebrew
as a lingua franca . However, a parallel development in Europe
Europe
changed Hebrew
Hebrew
from primarily a sacred liturgical language into a literary language which played a key role in the development of nationalist educational programs. Modern Hebrew
Modern Hebrew
, along with Modern Arabic
Arabic
, has been an official language in Israel
Israel
since the British Mandate of Palestine , a situation that continued after the Israeli Declaration of Independence in 1948. More than purely a linguistic process, the revival of Hebrew was utilized by Jewish modernization and political movements , and became a tenet of the ideology associated with settlement of the land, Zionism and Israeli policy.

The process of Hebrew's return to regular usage is unique; there are no other examples of a natural language without any native speakers subsequently acquiring several million such native speakers, and no other examples of a sacred language becoming a national language with millions of "first language" speakers.

The language's revival eventually brought linguistic additions with it. While the initial leaders of the process insisted they were only continuing "from the place where Hebrew's vitality was ended", what was created represented a broader basis of language acceptance; it includes characteristics derived from all periods of Hebrew
Hebrew
language, as well as from the non- Hebrew
Hebrew
languages used by the long-established European, North African, and Middle Eastern Jewish communities, with Yiddish (the European variant) being predominant.

CONTENTS

* 1 Background

* 2 Revival of literary Hebrew
Hebrew

* 2.1 Hebrew
Hebrew
during the Haskalah

* 2.2 Hebrew
Hebrew
Writers

* 2.2.1 Mendele Mocher Sfarim * 2.2.2 Devorah Baron * 2.2.3 Other Figures

* 2.3 Continuation of the literary revival

* 3 Revival of spoken Hebrew
Hebrew

* 3.1 First Aliyah (1882-1903) * 3.2 Second Aliyah
Second Aliyah
(1904-1914) * 3.3 Mandate Period (1920-1948) * 3.4 State of Israel
Israel

* 4 See also * 5 References * 6 External links

BACKGROUND

Main article: Hebrew language Arabic
Arabic
Hebrew
Hebrew
–Latin dictionary , 1524 Mishneh Torah , written in Hebrew
Hebrew
by Maimonides
Maimonides
.

Historical records testify to the existence of Hebrew
Hebrew
from the 10th century BCE to the late Second Temple period (lasting to c. 70 CE), after which the language developed into Mishnaic Hebrew
Hebrew
. (From about the 6th century BCE until the Middle Ages
Middle Ages
, many Jews
Jews
spoke a related Semitic language, Aramaic .) From the 2nd century CE until the revival of Hebrew
Hebrew
as a spoken language _circa _ 1880, Hebrew
Hebrew
served as a literary and official language and as the Judaic language of prayer . After the spoken usage of Mishnaic Hebrew
Hebrew
ended in the 2nd century CE, Hebrew
Hebrew
had not been spoken as a mother tongue .

Even so, during the Middle Ages, Jews
Jews
used the language in a wide variety of disciplines. This usage kept alive a substantial portion of the traits characteristic of Hebrew. First and foremost, Classical Hebrew
Hebrew
was preserved in full through well-recognized sources, chiefly the Tanakh (especially those portions used liturgically like the Torah , Haftarot , Megilot , and the Book of Psalms ) and the Mishnah . Apart from these, Hebrew
Hebrew
was known through hymns , prayers , midrashim , and the like.

During the Middle Ages, Hebrew
Hebrew
continued in use as a written language in Rabbinical literature, including in judgments of Halakha , Responsa , and books of meditation. In most cases, certainly in the base of Hebrew's revival, 18th- and 19th-century Europe, the use of Hebrew
Hebrew
was not at all natural, but heavy in flowery language and quotations, non-grammatical forms, and mixing-in of other languages, especially Aramaic.

Hebrew
Hebrew
was used not only in written form but also as an articulated language, in synagogues and in batei midrash . Thus, Hebrew
Hebrew
phonology and the pronunciation of vowels and consonants were preserved. Despite this, regional influences of other languages caused many changes, leading to the development of different forms of pronunciation:

* Ashkenazi
Ashkenazi
Hebrew
Hebrew
, used by Eastern and Western European Jews, maintained mostly the structure of vowels but may have moved the stress and lost the gemination , although this cannot be known for certain, as there are no recordings of how the language (or its respective dialects) sounded e.g. in Kana'an; Ashkenazi
Ashkenazi
Hebrew pronunciation has a variation of vowels and consonants, which follows closely the variation of the vowel and consonant signs written down by the masoretes around the 7th century CE, indicating that there is a strong link with the language heard by them. For example, where we see two different vowel signs, or a consonant with or without a dogeish (dagesh ), a difference is also heard in the various Ashkenazic pronunciations. * Sephardi Hebrew
Hebrew
, used by Sephardi Jews
Jews
, preserved a structure different from the recognized Tiberian Hebrew
Hebrew
niqqud of only five vowels, but did preserve the consonants, the grammatical stress, the dagesh , and the schwa ; however, different ways of writing consonants are not always heard in all Sephardic pronunciations. For example, the Dutch Sephardic pronunciation does not distinguish between the beth with and without dagesh: both are pronounced as "b". The "taf" is always pronounced as "t", with or without dagesh. There are two possibilities: the difference disappeared over time in the Sephardic pronunciations, or it never was there in the first place: the pronunciation stems from a separate Hebrew
Hebrew
dialect, which always was there, and which for example the masoretes did not use as reference. * Yemenite Hebrew
Hebrew
, thought by Aaron Bar-Adon to preserve much of the Classical Hebrew
Hebrew
pronunciation, was barely known when the revival took place.

Within each of these groups, there also existed different subsets of pronunciation. For example, differences existed between the Hebrew used by Polish Jewry and that of Lithuanian Jewry and of German Jewry .

In the fifty years preceding the start of the revival process, a version of spoken Hebrew
Hebrew
already existed in the markets of Jerusalem
Jerusalem
. The Sephardic Jews
Jews
who spoke Ladino or Arabic
Arabic
and the Ashkenazi
Ashkenazi
Jews who spoke Yiddish needed a common language for commercial purposes. The most obvious choice was Hebrew. Although Hebrew
Hebrew
was spoken in this case, it was not a native mother tongue, but more of a pidgin .

The linguistic situation against which background the revival process occurred was one of diglossia , when two languages—one of prestige and class and another of the masses—exist within one culture. In Europe, this phenomenon has waned, starting with English in the 16th century, but there were still differences between spoken street language and written language. Among the Jews
Jews
of Europe, the situation resembled that of the general population, but with:

* Yiddish as the spoken language * the language of the broader culture (depending on the country), used for secular speech and writing * Hebrew
Hebrew
employed for liturgical purposes

In the Arab Middle East, Ladino and Colloquial Arabic
Arabic
were the spoken languages most prevalent in Jewish communities (with Ladino more prevalent in the Mediterranean and Arabic, Aramaic, Kurdish, and Persian more widely spoken by Jews
Jews
in the East), while Classical Arabic
Arabic
was used for secular writing, and Hebrew
Hebrew
used for religious purposes (though some Jewish scholars from the Arab world, such as Maimonedes (1135-1204), wrote primarily in Arabic
Arabic
or in Judeo-Arabic languages ).

REVIVAL OF LITERARY HEBREW

The revival of the Hebrew language in practice advanced in two parallel strains: The revival of written-literary Hebrew
Hebrew
and the revival of spoken Hebrew. In the first few decades, the two processes were not connected to one another and even occurred in different places: Literary Hebrew
Hebrew
was renewed in Europe's cities, whereas spoken Hebrew
Hebrew
developed mainly in Palestine. The two movements began to merge only in the beginning of the 1900s, and an important point in this process was the immigration of Haim Nahman Bialik to Palestine in 1924. But after the transfer of literary Hebrew
Hebrew
to Palestine, a substantial difference between spoken and written Hebrew
Hebrew
remained, and this difference persists today. The characteristics of spoken Hebrew only began to seep into literature in the 1940s, and only in the 1990s did spoken Hebrew
Hebrew
start widely appearing in novels.

HEBREW DURING THE HASKALAH

_ This section DOES NOT CITE ANY SOURCES . Please help improve this section by adding citations to reliable sources . Unsourced material may be challenged and removed . (August 2014)_ _(Learn how and when to remove this template message )_

First known translation of Shakespeare to Hebrew
Hebrew
by Solomon Löwishn , 1816. The "Are at this hour asleep!" monologue from Henry IV, Part 2 .

A preceding process to the revival of literary Hebrew
Hebrew
took place during the Haskalah , the Jewish movement paralleling the secular Enlightenment . Members of this movement, called _maskilim_ (משכילים), who sought to distance themselves from Rabbinic Judaism, decided that Hebrew, specifically Biblical Hebrew
Hebrew
, was deserving of fine literature. They considered Mishnaic Hebrew
Hebrew
and other varieties of Hebrew
Hebrew
to be defective and unfit for writing. The Haskalah-era literature written in Hebrew
Hebrew
based itself upon two central principles: Purism and flowery language. Purism was a principle which dictated that all words used should be of biblical origin (even if the meaning was not biblical). The principle of flowery language was based on bringing full verses and expressions as they were from the Tanakh, and the more flowery a verse was, the more quality it was said to possess. Another linguistic trait thought to increase a text's prestige was the use of hapax legomena , words appearing only once in the text.

But while it was easy to write stories taking place in the biblical period and dealing with biblical topics, Haskalah-era writers began to find it more and more difficult to write about contemporary topics. This was due mostly to the lack of a broad and modern vocabulary , meaning translating books about science and mathematics or European literature was difficult. Although an earlier, little known attempt at scientific writing was made when Israel
Israel
Wolf Sperling translated Jules Verne\'s 20,000 Leagues Under the Sea and Journey to the Center of the Earth in 1877 and 1878, this barrier was breached with more lasting effect in the 1880s by a writer named Mendele Mocher Sfarim .

Another difficulty faced by Haskalah Hebrew
Hebrew
writers was that the audience was exclusively male with profound study background, which meant that women and the less educated men were pushed against reading Hebrew
Hebrew
by reading Yiddish literature, which led a number of writers to write in Yiddish to find audiences.

HEBREW WRITERS

Mendele Mocher Sfarim

Mendele Mocher Sfarim

YA\'AKOV ABRAMOVITCH (1846-1917), is often known by the name of his main character, "MENDELE MOCHER SFARIM" (מוכר ספרים), meaning "bookseller." He began writing in Hebrew
Hebrew
as a Haskalah writer and wrote according to all the conventions of Haskalah-era literature. At a certain point, he decided to write in Yiddish and caused a linguistic revolution, which was expressed in the widespread usage of Yiddish in Hebrew
Hebrew
literature. After a long break he returned in 1886 to writing in Hebrew, but decided to ignore the rules of biblical Hebrew, and proponents of that style, like Abraham Mapu , and added into the vocabulary a host of words from the Rabbinic Age and the Middle Ages. His new fluid and varied style of Hebrew
Hebrew
writing reflected the Yiddish spoken around him, while still retaining all the historical strata of Hebrew.

Mendele's language was considered a synthetic one, as it consisted of different echelons of Hebrew
Hebrew
development and was not a direct continuation of a particular echelon. However, today, his language is often considered a continuation of Rabbinic Hebrew, especially grammatically. He was considered as the representative figure who provided great literatures to whichever language he was associated with.

Devorah Baron

Devorah Baron (also spelled Dvora Baron and Deborah Baron) (December 4, 1887 - August 20, 1956), is a Hebrew
Hebrew
writer who fascinated the readers by her uniqueness of the language in Eastern Europe, which was dominant by Yiddish speakers. Her early writings mostly involve the feminine Yiddish traditions, and she worked on more feminist topics in her later writings. The topics were mostly divided into two sort:(1) the marginalization of female in the religious and family life;(2) the tension between men and women, and between generation to generation.

Other Figures

See also Robert Alter , and his book _The Invention of Hebrew
Hebrew
Prose_, who has done significant work on modern Hebrew
Hebrew
literature and the context which enabled the language to revive itself via creative writing. The book has a large section on Abramovitch. Yael S. Feldman also gives a short overview of Mendele and his milieu in her book _Modernism and Cultural Transfer_. She notes the influence of Yiddish on his Hebrew, and traces this language interaction to Gabriel Preil , the last Haskalah poet of America.

Eventually, writers like Yosef Haim Brenner would break from Mendele's style, and utilize more experimental techniques.

CONTINUATION OF THE LITERARY REVIVAL

Mendele's style was excitedly adopted by contemporary writers and spread quickly. It was also expanded into additional fields: Ahad Ha\'am wrote an article in 1889 using the style entitled "This is not the Way," and Haim Nahman Bialik expanded it into poetry with his poem "To the Bird" of the same year. Additionally, great efforts were taken to write scientific books in Hebrew, for which the vocabulary of scientific and technical terms was greatly increased. At the same time, Europe
Europe
saw the rise of Hebrew language newspapers and magazines, while even sessions and discussions of Zionist groups were conducted and transcribed in Hebrew. In addition, poets and writers such as David Frischmann and Sha'ul Tschernichovsky began avidly translating European works into Hebrew, from the Finnish epic the Kalevala to works by Molière, Goethe, Shakespeare, Homer, Byron, Lermontov, and Aeschylus. At the same time, writers like Micah Yosef Berdichevsky and Uri-Nissan Gnessin began to write complex works of short fiction and novels in Hebrew, using the language to express psychological realism and interiority for the first time. As Hebrew
Hebrew
poets and writers began arriving in Palestine armed with the new literary language, they exerted a certain amount of influence on the development of spoken Hebrew
Hebrew
as well.

REVIVAL OF SPOKEN HEBREW

Eliezer Ben-Yehuda , working

Eliezer Ben-Yehuda (1858–1922) (אליעזר בן יהודה), is often regarded as the "reviver of the Hebrew
Hebrew
language" ("מחיה השפה העברית"), yet his major contributions were ideological and symbolic; he was the first to raise the concept of reviving Hebrew, to publish articles in newspapers on the topic, and he took part in the project known as the Ben Yehuda Dictionary
Dictionary
. However, what finally brought about the revitalization of Hebrew
Hebrew
were not Ben-Yehuda's activities in Jerusalem
Jerusalem
(at least for the most part), but developments in the Settlements of the First Aliyah and the Second Aliyah
Aliyah
. The first Hebrew
Hebrew
schools were established in these Settlements, Hebrew
Hebrew
increasingly became a spoken language of daily affairs, and finally became a systematic and national language. Yet Ben Yehuda's fame and notoriety stems from his initiation and symbolic leadership of the Hebrew
Hebrew
revival.

Ben-Yehuda's main innovation in the revival of the Hebrew
Hebrew
language lies in his having "invented" many new words long forgotten in their original Hebrew
Hebrew
usage and context. He invented words such as _ḥatzilīm_ for eggplants (aubergines) and _ḥashmal_ for electricity. Sometimes, old Hebrew
Hebrew
words took on different meanings altogether. For example, the Hebrew
Hebrew
word _kǝvīš_ ( Hebrew
Hebrew
: כביש‎), which now denotes a "street" or a "road," is actually an Aramaic adjective meaning "trodden down; blazoned", rather than a common noun. It was originally used to describe "a _blazoned_ trail." In what most rabbis view as an error, Ben-Yehuda is accredited with introducing the new Hebrew
Hebrew
word "ribah" ( Hebrew
Hebrew
: רבה‎) for "confiture; marmalade," believing it to be derived from the lexical root _reḇaḇ_, and related to the Arabic
Arabic
word _murabba_ (jam; fruit conserves; marmalade). He also invented the word "tapuz" for the fruit citrus orange, which is a combination of "tapuach" (apple) + "zahav" (golden), or "golden apple."

The revival of spoken Hebrew
Hebrew
can be separated into three stages, which are concurrent with (1) the First Aliyah, (2) the Second Aliyah, and (3) the British Mandate Period. In the first period, the activity centered on Hebrew
Hebrew
schools in the Settlements and in the Pure Language Society; in the second period, Hebrew
Hebrew
was used in assembly meetings and public activities; and in the third period, it became the language used by the Yishuv
Yishuv
, the Jewish population during the Mandate Period, for general purposes. At this stage, Hebrew
Hebrew
possessed both spoken and written forms, and its importance was reflected in the official status of Hebrew
Hebrew
during the British Mandate. All of the stages were characterized by the establishment of many organizations that took an active and ideological part in Hebrew
Hebrew
activities. This resulted in the establishment of Hebrew
Hebrew
high schools (גימנסיות), the Hebrew University , the Jewish Legion
Jewish Legion
, the Histadrut labor organization, and in Tel Aviv
Tel Aviv
– the first Hebrew
Hebrew
city.

Throughout all periods, Hebrew
Hebrew
signified for both its proponents and detractors the antithesis of Yiddish. Against the exilic Yiddish language stood revived Hebrew, the language of Zionism , of grassroots pioneers, and above all, of the transformation of the Jews
Jews
into a Hebrew
Hebrew
nation with its own land. Yiddish was degradingly referred to as a jargon , and its speakers encountered harsh opposition, which finally led to a Language War between Yiddish and Hebrew.

Nonetheless, Ghil'ad Zuckermann believes that " Yiddish is a primary contributor to Israeli Hebrew
Hebrew
because it was the mother tongue of the vast majority of language revivalists and first pioneers in Eretz Yisrael at the crucial period of the beginning of Israeli Hebrew". According to Zuckermann, although the revivalists wished to speak Hebrew
Hebrew
with Semitic grammar and pronunciation , they could not avoid the Ashkenazi
Ashkenazi
mindset arising from their European background. He argues that their attempt to deny their European roots, negate diasporism and avoid hybridity (as reflected in Yiddish) failed. "Had the language revivalists been Arabic
Arabic
-speaking Jews
Jews
(e.g. from Morocco ), Israeli Hebrew
Hebrew
would have been a totally different language – both genetically and typologically , much more Semitic . The impact of the founder population on Israeli Hebrew
Hebrew
is incomparable with that of later immigrants ."

FIRST ALIYAH (1882-1903)

Further information: First Aliyah

Part of a series on

ALIYAH

Jewish immigration to the Land of Israel
Israel

CONCEPTS

* Promised Land * Gathering of Israel
Israel

* Diaspora

* Negation

* Homeland for the Jewish people * Zionism * Jewish question * Law of Return

PRE-MODERN ALIYAH

* Return to Zion * Old Yishuv * Perushim

ALIYAH IN MODERN TIMES

* First * Second * during World War I
World War I
* Third * Fourth * Fifth * Aliyah
Aliyah
Bet * Bricha

* from Muslim countries

* Yemen * Iraq * Morocco
Morocco
* Lebanon

* from the Soviet Union

* post-Soviet

* from Ethiopia * from Latin
Latin
America

ABSORPTION

* Revival of the Hebrew language

* Ulpan * Hebraization of surnames

* Kibbutz
Kibbutz
* Youth village * Immigrant camps * Ma\'abarot * Development town * Austerity

ORGANIZATIONS

* World Zionist Organization
World Zionist Organization
* Jewish National Fund * Jewish Agency for Israel
Israel
* Youth Aliyah
Aliyah
* Mossad Le Aliyah
Aliyah
Bet * El Al * Ministry of Immigrant Absorption * Nefesh B\'Nefesh * Am Yisrael Foundation

RELATED TOPICS

* Yishuv
Yishuv
* Sabra * Yerida * Jewish refugees * History of the Jews
Jews
in the Land of Israel
Israel
* Demographic history of Palestine (region) * Historical Jewish population comparisons
Historical Jewish population comparisons
* Yom Ha Aliyah
Aliyah

* v * t * e

First Hebrew
Hebrew
school in Rishon LeZion

With the rise of Jewish nationalism
Jewish nationalism
in 19th-century Europe, Eliezer Ben Yehuda was captivated by the innovative ideas of Zionism. At that time, it was believed that one of the criteria needed to define a nation worthy of national rights was its use of a common language spoken by both the society and the individual. On 13 October 1881, while in Paris, Ben Yehuda began speaking Hebrew
Hebrew
with friends in what is believed to be the first modern conversation using the language. Later that year, he made aliyah and came to live in Jerusalem.

In Jerusalem, Ben Yehuda tried to garner support for the idea of speaking Hebrew. He determined that his family would only speak Hebrew, raising his son Itamar Ben-Avi to be the first native speaker of Modern Hebrew, and attempted to convince other families to do so as well, founded associations for speaking Hebrew, began publishing the Hebrew
Hebrew
newspaper _ HaZvi _, and for a short while taught at Hebrew schools, for the first time making use of the method of " Hebrew
Hebrew
in Hebrew." In 1889, there were plays in Hebrew
Hebrew
and the schools teaching children to speak Hebrew. Yet Ben Yehuda's efforts were not all too fruitful: In 1902, over two decades into his efforts, his wife recorded that she baked a cake for the _tenth_ family to agree to speak only Hebrew.

On the other hand, widespread activity began in the _moshavot _ (agricultural settlements) of the First Aliyah, which was concentrated in the Hebrew
Hebrew
schools. In 1886, the first Hebrew
Hebrew
school was established in the Jewish settlement of Rishon LeZion , where a part of the classes were taught in Hebrew. The Literature Council, which was based on the Pure Language Society, in 1890, to experiment in the municipal and rural schools, showed the possibility to make Hebrew
Hebrew
the only language in the settlement. At this point, progress was slow, and it encountered many difficulties: parents were opposed to their children learning in an impractical language, useless in higher education ; the four-year schools for farmers' children were not of a high caliber; and a great lack of linguistic means for teaching Hebrew plus the lack of words to describe day-to-day activities, not to mention the absence of Hebrew
Hebrew
schoolbooks. Added to these, there was no agreement on which accent to use, as some teachers taught Ashkenazi Hebrew
Hebrew
while others taught Sephardic Hebrew.

In 1903, the Union of Hebrew
Hebrew
Teachers was founded, and sixty educators participated in its inaugural assembly. Though not extremely impressive from a quantitative viewpoint, the Hebrew
Hebrew
school program did create a nucleus of a few hundred fluent Hebrew
Hebrew
speakers and proved that Hebrew
Hebrew
could be used in the day-to-day context. During the first decade of 20th century, Epstein's and Wilkomitz's Hebrew education, which restricted the children from speaking Yiddish not only in school, but also at home and on street, made progress toward wider use of Hebrew.

SECOND ALIYAH (1904-1914)

Further information: Second Aliyah
Second Aliyah

As the Second Aliyah
Second Aliyah
began, Hebrew
Hebrew
usage began to break out of the family and school framework into the public venue. Motivated by an ideology of rejecting the Diaspora and its Yiddish culture, the members of the Second Aliyah, established relatively closed-off social cells of young people with a common world view. In these social cells – mostly in the moshavot – Hebrew
Hebrew
was used in all public assemblages. Though not spoken in all homes and private settings yet, Hebrew
Hebrew
had secured its place as the exclusive language of assemblies, conferences, and discussions. Educated Second Aliyah
Second Aliyah
members already were familiar with the literary Hebrew
Hebrew
that had developed in Europe, and they identified with the notion that Hebrew
Hebrew
could serve as an impetus for the national existence for the Jewish people in Israel. This group was joined by the aforementioned graduates of Hebrew schools, who had already begun to raise the first native-born speakers of Hebrew
Hebrew
in their families. During this period, the World Zionist Congress also adopted Hebrew
Hebrew
as its official language.

In 1909, the first Hebrew
Hebrew
city, Tel Aviv
Tel Aviv
, was established. In its streets and in cafes, Hebrew
Hebrew
was already widely spoken. The entire administration of the city was carried out in Hebrew, and new _olim_ or those not yet speaking Hebrew
Hebrew
were forced to speak in Hebrew. Street signs and public announcements were written in Hebrew.

Accordingly, Hebrew
Hebrew
education continued to expand, as more and more Hebrew
Hebrew
educational institutions came about, including Hebrew
Hebrew
high schools. Hebrew
Hebrew
teachers recreated the Hebrew
Hebrew
Language Council (later the Academy of the Hebrew
Hebrew
Language ), which began to determine uniform linguistic rules, as opposed to the disjointed ones which had arisen previously. The Council declared as its mission "to prepare the Hebrew language for use as a spoken language in all affairs of life," formulated rules of pronunciation and grammar, and offered new words for use in schools and by the general public. The widespread production of Hebrew
Hebrew
schoolbooks also began, and Mother Goose
Mother Goose
-style rhymes were written for children.

The pinnacle of Hebrew's development during this period came in 1913, in the so-called " War of the Languages :" The Company for Aiding German Jews, then planning the establishment of a school for engineers (first known as the Technikum and for which construction had begun in 1912), insisted that German should be its language of instruction, arguing among other things that German possessed an extensive scientific and technical vocabulary while a parallel vocabulary drawn from Hebrew
Hebrew
would need to be created from scratch, often using adaptations or translations of terms anyway. (The process of importing a foreign compound word or phrase as a translation into one's own language, as opposed to just carrying the original words forward, is called loan translation or calque . English superman from German Übermensch is an example.) Substantial unanimity of opinion in the Yishuv
Yishuv
ran against this proposal, which was defeated, leading to the founding of Israel's foremost institute of technology , the Technion
Technion
, with a curriculum taught in Hebrew. This incident is seen as a watershed marking the transformation of Hebrew
Hebrew
into the official language of the Yishuv.

Researchers studying the Google Books database noted a fivefold increase in the rate of appearance of new words in printed Hebrew between books published in 1915 and 1920, which they credit to the Balfour Declaration of 1917 and the Second Aliyah.

As a greater number of students passed through Hebrew
Hebrew
language schools, a new generation of children who spoke it as their first language emerged. As the number of people whose primary language was Hebrew
Hebrew
increased, so did demand for Hebrew
Hebrew
reading materials and entertainment such as books, newspapers, and plays. By 1916-1918, about 40% of Jews
Jews
in Palestine recorded Hebrew
Hebrew
as their first language.

MANDATE PERIOD (1920-1948)

Further information: Mandatory Palestine
Mandatory Palestine

After World War I
World War I
, it was legislated by the Mandate over Palestine that English, Hebrew, and Arabic
Arabic
would be the official spoken language of Palestine. As the Jewish community in Palestine, or Yishuv
Yishuv
grew, the immigrants arriving from the diaspora did not speak Hebrew
Hebrew
as a mother tongue, and learned it as a second language either prior to their immigration or in Palestine, while their children picked up Hebrew
Hebrew
as their native language. At this time, the use of Hebrew
Hebrew
as the _lingua franca _ of the Yishuv
Yishuv
was already a _fait accompli_, and the revival process was no longer a process of creation, but a process of expansion. In Tel Aviv, the Legion of the Defenders of the Language was established, which worked to enforce Hebrew
Hebrew
use. Jews
Jews
who were overheard speaking other languages on the street were admonished: "Jew, speak Hebrew" (Yehudi, daber ivrit/יהודי, דבר עברית), or, more alliteratively, " Hebrew
Hebrew
, speak Hebrew" (Ivri, daber ivrit/עברי, דבר עברית) was a campaign initiated by Ben-Yehuda's son, Itamar Ben-Avi .

The Academy of Hebrew
Hebrew
Language focused on the structure and the spelling of Hebrew, and prompted the issues about the further expansion of the use of Hebrew
Hebrew
in the mandate Palestine. The Academy, worked with the Language College, published the Ben-Sira in a scientific form

STATE OF ISRAEL

Following the independence of Israel
Israel
, large waves of Jewish refugees came from Europe, North Africa, the Middle East, and other parts of the world. The Israeli population increased significantly, doubling within a short period of time. These immigrants spoke a variety of languages, and had to be taught Hebrew. The institution of the ulpan , or intensive Hebrew-language school, was established to teach immigrants basic Hebrew language skills. The immigrants learned Hebrew as a second language, with those from Arab and Muslim countries tending to pick up Hebrew
Hebrew
faster than European immigrants. However, in daily life they largely limited their use of Hebrew
Hebrew
to when they needed to, most often in their working lives, and tended to use their native languages more when socializing and interacting with family. In 1954, about 60% of the population reported the use of more than one language. The children of these immigrants tended to pick up Hebrew
Hebrew
as their first language, while their parents' native languages were either used as second languages or lost to them altogether. The Israeli Arab minority also picked up Hebrew, and it was taught in Arab schools, though Hebrew language education in the Arab sector was initially seen as insufficient.

SEE ALSO

* Hebrew
Hebrew
literature * Language revitalization * Yiddish Renaissance

REFERENCES

* ^ Parfitt, Tudor (1972) 'The Use of Hebrew
Hebrew
in Palestine 1800–1822.' Journal of Semitic Studies, 17 (2). pp. 237-252. * ^ Parfitt, Tudor (1983) 'Ahad Ha-Am's Role in the Revival and Development of Hebrew.' In: Kornberg, J., (ed.), At the crossroads: essays on Ahad Ha-am. New York: State University of New York Press, pp. 12-27. * ^ Parfitt, Tudor (1995) 'Peretz Smolenskin, the Revival of Hebrew and Jewish Education.' In: Abramson, G. and Parfitt, T., (eds.), Jewish education and learning : published in honour of Dr. David Patterson on the occasion of his seventieth birthday. Chur, Switzerland: Harwood Academic Publishers, pp. 1-11. * ^ Paul Johnson , _A History of the Jews_, p.442. " Yet in all activity, three salient principles remained constant. First, Jews
Jews
must make it their priority to return to the land; ‘the settlement of the land is the only true Zionism, all else being self-deception, empty verbiage and merely a pastime’. Second, the structure of the new community must be designed to assist this process within a socialist framework. Third, the cultural binding of the Zionist society must be the Hebrew
Hebrew
language. * ^ _A Short History of the Hebrew
Hebrew
Language,_ Chaim Rabin, Jewish Agency and Alpha Press, Jerusalem, 1973 * ^ _A_ _B_ _C_ Bar-Adon, Aaron (1975). _The Rise And Decline of a Dialect ---- A Study in the Revival of Modern Hebrew_. * ^ Eliav, Mordechai (1978). _Eretz Israel
Israel
and Its Yishuv
Yishuv
in the 19th Century, 1777-1917_. * ^ _A_ _B_ Izre'el, Shlomo. "The Emergence of Spoken Israeli Hebrew" (PDF). * ^ "Online Books by Israel
Israel
Wolf Sperling". _onlinebooks.library.upenn.edu_. University of Pennsylvania. Retrieved 26 September 2016. * ^ _A_ _B_ _C_ _D_ Seidman, Naomi (1997). _A Marriage Made in Heaven---The Sexual Politics of Hebrew
Hebrew
and Yiddish_. University of California Press. ISBN 0-520-20193-0 . * ^ Bar-Adon, Aaron (1977). _S.I. Agnon utchiyat halashon ha'ivrit_. Jerusalem. * ^ Harshav, Benjamin (2009), "Flowers Have No Names: The revival of Hebrew
Hebrew
as a living language after two thousand years was no miracle", _Natural History_, 118 (#1 February): 24–29 . * ^ Which words are marked as "New Words" in the Even-Shoshan Hebrew
Hebrew
Dictionary
Dictionary
, s.v. חצילים; see: Modern Hebrew
Modern Hebrew
usages * ^ Compare Rashi 's commentary on Exodus 9:17, where he says the word _mesillah_ is translated in Aramaic _oraḥ kevīsha_ (A blazoned trail); the word "kevīsh" being only an adjective or descriptive word, but not a common noun as it is used today. It is said that Ze\'ev Yavetz (1847–1924) is he that coined this modern Hebrew
Hebrew
word for “road.” See Haaretz, Contributions made by Ze\'ev Yavetz; Maltz, Judy (25 January 2013). "With Tu Bishvat Near, a Tree Grows in Zichron Yaakov". Haaretz. Retrieved 27 March 2017. * ^ _Ha-Zvi_ (9 March 1888), Eliezer Ben-Yehuda on the use of the word "ribah" for confiture (Hebrew) * ^ _A_ _B_ _C_ _D_ _E_ Saulson, Scott B. (1979). _Institutionalized Language Planning --- Documents and Analysis of the Revival of Hebrew_. Mouton Publishers. ISBN 90-279-7567-1 . * ^ _A_ _B_