Our Pedagogy

WhatsApp Image 2022-11-06 at 7.01.01 PM.jpeg

Language Learning Rooted in Real Life

Lissan’s pedagogy was developed through close listening to our learners' real needs, with one clear goal: to enable meaningful use of language from the moment participants leave the classroom.

Our curriculum is built around everyday situations drawn from participants’ lives, including self-introduction, access to basic rights, employment, bureaucracy, family life, healthcare, and navigating public spaces. Learning is designed to meet immediate needs and to increase confidence and independence within the realities of life in Jerusalem.

We place particular emphasis on everyday spoken language, recognizing that confidence in speaking is the first and most essential step for navigating public and institutional spaces.

Learning from the Ground Up

Lissan’s teaching materials are grounded in real-world realities and are continuously updated.

Names, examples, exercises, and discussion topics are drawn from learners’ own worlds, allowing them to express themselves, their identities, and their lived experiences through Hebrew.

Pedagogical development is guided by cultural and political sensitivity and a gender-aware approach, ensuring that the language taught is not detached from context but firmly rooted in it.

Our Pedagogical Principles

Hebrew Taught In Hebrew

From the very first lesson, learners are immersed in the language, maximizing exposure and building familiarity with listening, comprehension, and speaking. This approach helps learners begin navigating Hebrew naturally and confidently from the outset.

The Can-Do Approach

Lissan works to integrate the Can-Do approach, based on the European CEFR framework, adapted to our learners' cultural contexts and lived realities at all levels.

This approach emphasizes students’ ability to function in everyday situations using the target language. Learning is structured around real-life scenarios and communicative tasks, rather than focusing solely on grammar acquisition.

Unlike traditional models, the Can-Do approach places students, not teachers, at the center of the learning process, further strengthening confidence, agency, and a sense of capability both in the classroom and beyond.