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Translating Self: How Interpretative Questioning Fosters Identity in Jewish Heritage Language Classrooms

06/11/2025

Harry Xiao, Brandeis University, University of California, Berkley

In a second-grade Jewish day school classroom, a simple question—“Why does it say that?”—can open profound pathways to cultural understanding and self-expression. My current project explores how interpretative questioning functions as a culturally responsive pedagogy in heritage language education, helping young learners construct their cultural and religious identities through engagement with pasukim, or verses from the Hebrew Bible.

These students are not merely learning biblical Hebrew as a classical language; they are actively interpreting pasukim—concise, often poetic scriptural units—within the context of Jewish tradition. The learning of pasuk involves grappling with ancient grammar, layered meanings, and phrases that defy direct translation into English. This pedagogical space offers rich opportunities to explore how children relate to sacred texts and how interpretative acts foster identity development.

This study draws on classroom discourse data collected from the Student-Centered Religious Learning and Literacy Lab (SCRoLL Lab) led by Dr. Ziva R. Hassenfeld at Brandeis University. Situated within a heritage language learning framework, the research examines over 4000 utterances recorded over a three-month period in a second-grade classroom. The analysis was guided by grounded theory, focusing on interpretative questions and expressions of cultural identity, and was informed by theories of translanguaging (García & Wei, 2014), rabbinic textual traditions (Neusner, 1992), and heritage language learning (Valdés, 2001; Leeman, 2015).

Research Goals and Methodology

The project explores three central questions:

  1. How does interpretative questioning support culturally responsive teaching in a heritage language classroom?
  2. In what ways do students express or negotiate cultural or religious identities through engagement with biblical Hebrew?
  3. How does interpretation of ambiguous or untranslatable pasukim prompt identity construction among heritage learners?

To address these, we coded classroom transcripts for interpretative questions and moments of identity expression using three categories:

Findings and Cultural Voice

Preliminary findings suggest that interpretative questioning enabled culturally responsive teaching in three significant ways. First, it invited students to author their own understandings of pasukim, granting them interpretive authority. Second, it framed interpretation as a culturally embedded activity, highlighting the unique lens Jewish students bring to sacred texts. Third, it opened a space for students to voice what it means to belong to the Jewish tradition and engage with its texts meaningfully.

While explicit identity talk was less common than interpretative engagement, moments of cultural reflection emerged organically—especially during discussions of particularly difficult or emotionally resonant verses. These moments reveal that students were not only decoding texts but also locating themselves within them, using biblical Hebrew as a bridge to cultural self-understanding.

Implications for Culturally Responsive Education

My research aims to show that interpretative questioning is more than a pedagogical tool—it is a form of cultural dialogue. In heritage language classrooms, particularly those rooted in religious traditions, allowing students to ask and answer interpretative questions encourages them to see themselves as active participants in their cultural and textual inheritance.

For educators seeking to foster identity development in multilingual or religious contexts, this project underscores the importance of student-centered interpretation. When students are empowered to question sacred texts, they do more than learn—they become co-authors of their heritage and identity.