Dialogic Learning: Developing Teaching and Meaningful Learning Skills in Hebrew as a Second Language among Arab Bedouin Students in the Community-Academy Classroom Program

This study explores dialogic learning as a pedagogical training model for Arab Bedouin preservice teachers specializing in Hebrew as a second language, within the framework of the Community-Academy Classroom (CAC) program. The research investigates whether the clinical training environment serves as a space for dialogic learning by emphasizing peer collaboration, reflective practice, active participation in classroom activities, and the development of pedagogical and interpersonal competencies. Grounded in reflective action research, the methodology integrates three qualitative tools: (1) classroom observations of student–mentor–pupil interactions; (2) in-depth interviews with ten preservice teachers and mentor educators; and (3) analysis of students’ reflection diaries collected throughout the semester. These data sources offer rich insights into how dialogic learning unfolds in real-time and how it influences the teaching of Hebrew in culturally and linguistically diverse classrooms. The findings, derived directly from field data, reveal four key themes. First, there is a persistent gap between academic theory and practical application, especially when trainees face heterogeneous classrooms and must adapt strategies to meet students’ real-world needs. Second, many preservice teachers struggle to internalize feedback, often interpreting criticism through the lens of hierarchical cultural norms, although structured support and guided reflection helped reframe feedback as a growth opportunity. Third, trainees encounter difficulties in building meaningful classroom interactions, but success was achieved when they incorporated culturally responsive methods, such as bilingual resources and relatable content. Lastly, the study underscores the importance of fostering an inclusive professional culture where preservice teachers feel empowered to ask questions, reflect critically, and engage in professional dialogue. This study contributes to the understanding of dialogic learning in multicultural teacher education and offers practical recommendations for improving the training of Arab Bedouin preservice teachers. It highlights the need to institutionalize culturally responsive strategies, reinforce structured mentorship, and promote dialogic spaces that enhance Hebrew instruction while reducing language anxiety. The CAC model emerges as a promising framework for bridging pedagogical theory with practice, and for empowering minority-language educators within Israel’s education system.