עברית, ערבית ושפת האומנות: הוראה משותפת דו-לשונית במוזיאונים כגשר למודעות רב-לשונית ורב-תרבותית בקרב סטודנטים להוראה

Bilingual co-teaching promotes linguistic and cultural pluralism. This study examined the effect of a bilingual co-teaching model occurring in two museums (Jewish and Arab) on the development of multilingual and multicultural awareness among Jewish and Arab student teachers participating in the "Multicultural Dialogue at the Museum" course. Based on content analysis of 12 semi-structured, in-depth interviews with the course students, the findings show that this teaching model enhanced bilingual and multicultural awareness, especially considering the transition between the two museums. The language of art was emphasized as a bridging language that enabled a discourse of multiple identities, as well as a holistic and critical view of social reality. The museum visits provided the minority group with identity validation as well as personal and group empowerment. However, the dominance of the Hebrew language and the difficulties of the Jewish students in Arabic impeded the realization of bilingual symmetry. Moreover, the visits had a limited effect on relations between the two groups due to the limited scope and lack of continuity. Accordingly, it is recommended to promote regular and ongoing intercultural encounters in the education system, based on collaboration and translanguaging, in museums representing both cultures. Furthermore, the status of Arabic should be strengthened equitably before these encounters. Keywords: art teaching, bilingual co-teaching, intercultural encounter, multicultural and multilingual awareness, translanguaging