Hebrew Language Proficiency and Its Impact on Arab Students' Integration in the Israeli Higher Education System

Abstract

This study explores the impact of Hebrew language proficiency on the integration of Arab students into Israeli academic life. Previous research indicates that proficiency in the majority language—encompassing reading, writing, and speaking—plays a crucial role in shaping minority group students' self-image, motivation to learn, academic performance, and overall integration. However, this phenomenon has not been extensively investigated among the Arab minority in Israel, making this study unique in its approach to addressing this gap. The research employs a quantitative methodology, surveying 903 students (223 males and 680 females) from various higher education institutions across Israel. Data were collected using three questionnaires focusing on the relationship between Arabic students’ Hebrew language proficiency and their academic integration: a self-image questionnaire, a Hebrew proficiency questionnaire, and a motivation questionnaire. The results revealed significant positive correlations between Hebrew language proficiency and key factors such as self-image, motivation for learning, and academic success. Specifically, students with higher levels of Hebrew proficiency reported a more positive self-image, greater motivation to learn, and improved academic achievements.