Teaching Through Sirens: Shared Language Program Resilience During War

Teaching Through Sirens: Shared Language Program Resilience During War

 

By Enno Ebersbach

 

The war with Iran continues to keep everyone in Israel, Arabs and Jews alike, on edge and, due to the security situation, close to home. Givat Haviva has continued some programs online. One is Shared Language, a Hebrew enrichment program for Arab youths.

 

Shared Language places Jewish Hebrew teachers in Arab public schools to improve students’ working knowledge of the Hebrew language. The program also creates an ongoing civic meeting point between the two societies, citizens of Israel attending separate school systems. Each Jewish teacher is paired with an Arab mentor teacher, forming a professional partnership that models cooperation in the heart of the school. Students gain strong spoken Hebrew skills essential for higher education, employment, and full civic participation, while teachers gain their first deep engagement with Arab culture.

 

“Thanks to this program, Arab students learn to use Hebrew authentically, from a teacher for whom it is a native language,” says Yasmin Tsafar, the Education Programming Coordinator of Shared Language. “At the same time, Jewish teachers connect with the school community, the other teachers, and the children, creating a strong bond of love and respect.”

 

Recognized and supported by the Ministry of Education, the Givat Haviva program operates in 66 Arab junior high schools and has reached tens of thousands of students since its founding in 2011.

 

Immediately after the Ministry of Education announced a return to remote learning a few days after the war started on February 28, instructors began teaching online. This rapid transition was possible because the program was already well established for the school year.

 

“Since the program starts every year on September 1, by the end of February teachers and students already know each other well, routines are in place, and the professional network among teachers is strong,” Tsafar explains.

 

Given the challenging situation, with even virtual classes interrupted by sirens warning of missiles fired from Iran, as well as by Hezbollah in Lebanon, educators have developed creative ways to keep students engaged from their homes. “Our teachers prepared special materials tailored for remote learning, including games and quizzes in Hebrew, video-making assignments, and plenty of conversations with the students,” Tsafar says. Teachers have also supported each other by sharing ideas and experiences in their WhatsApp group.

 

In some cases, the online format created new opportunities for connection. For example, students were able to show their pets on camera, sparking lively conversations in Hebrew, and helping to maintain a sense of normalcy and community.

 

Nevertheless, shifting to online learning has brought significant challenges. One of the most visible impacts of the war was the cancellation of special events that are usually highlights of the school year. Many schools had planned a “Hebrew Enrichment Day,” that normally includes visits to museums, language games, and meetings with Jewish volunteers to practice Hebrew in informal settings. Due to the security situation, however, several events were postponed. “I hope we will find a new date once the war ends,” Tsafar says.

 

The war’s timing also disrupted important cultural and religious observances. The fighting began during Ramadan, preventing many students from celebrating Eid al-Fitr with extended family gatherings and community events.

 

“Online teaching is very challenging,” states Tsafar, noting that many students struggle to participate in classes because living under constant threat of missile attacks affects their motivation to learn.

 

“Teachers are also struggling because they are dealing with sirens at all hours of the day, sleep deprivation, and fear,” says Tsafar. Many teachers have children at home who require support with their own remote learning, making it difficult to balance family and professional obligations.

 

Beyond the practical challenges, the war has had a broader emotional impact on all involved in the program. “I mainly feel that the war is causing despair, fear, and exhaustion for everyone,” she says.

 

Yet Tsafar also highlights the importance of solidarity among educators and communities. “The Jewish Hebrew teachers and the teachers in the Arab schools have good relationships. They look out for one another, and check to make sure everyone is okay,” she says. This mutual support has become a crucial source of resilience during a time when uncertainty dominates daily life.

 

“Everyone living in Israel is in danger right now. It doesn’t matter if they’re Arab or Jewish. The missiles strike indiscriminately,” she says.

 

Shared Language program staff also have used this period as an opportunity for reflection and dialogue.  Teachers and mentor educators recently participated in a Zoom session titled “What Happens to a Shared Society During War” that Tsafar describes as “an interesting meeting where we discussed the challenges as well as the things each of us can do to strengthen our shared society in the country, both during wartime and in everyday life.”

 

Looking ahead, Tsafar expresses cautious optimism about a swift end to the war and a return to normal routines. Schools, she notes, play a central role in restoring stability for children and adolescents. “The teachers are doing their best to help students continue their education despite the war,” she says. “I know they are eagerly awaiting the moment when they can welcome their students back to school.”

 

Enno Ebersbach is the Peter and Friedel Grützmacher Intern for International Partner Relations at Givat Haviva. He has lived in Israel in the past and came to Givat Haviva at the beginning of March 2026.