Yiddish Pedagogy Fellowship: FAQ

When is the application due?
Applications are due April 1, 2024.

When will we hear back?
Admissions decisions will be announced in May.

Who is eligible to apply?
Candidates must have a minimum proficiency in Yiddish at the Advanced Low level or higher (see ACTFL proficiency guidelines, pp. 6, 12, 17, 22).  People at all stages of their teaching career are welcome to apply. Participants must be able to commit to active participation in all workshops and asynchronous activities, including written assignments.

Is the program open to international participants?
Yes. We welcome applicants from all countries (please note that the working languages of the program are English and Yiddish).

Do I need to have an advanced degree? 
No. We accept applicants of all backgrounds and professional profiles. If you meet the eligibility requirements and have interest in Yiddish language pedagogy, we encourage you to apply. 

I am planning on teaching Yiddish in the future, but I haven’t taught a formal class yet. Am I still eligible? 
Yes–we consider candidates who have not yet taught a Yiddish class, but preference will be given to teachers who are signed up to teach beginner Yiddish. 

How much of a time commitment is the Fellowship? 
You will be expected to complete 6–8 hours of asynchronous work per month, as well as attend an orientation and three synchronous two-day workshops. 

What are the tentative dates for the workshops?
There will be an orientation and three workshops throughout the year, held on Zoom. Tentative dates are:
August 5, 2024 
November 10–11, 2024
February 16–17, 2025 
May 18–19, 2025 

What is Communicative Language Teaching? What are its benefits? 
Responding to new research on second language acquisition, Communicative Language Teaching (CLT) is a set of pedagogical approaches that encourage learners to use language in meaningful and creative ways from day one. Lessons are built on comprehensible input, enabling students to acquire key structures of the target language and naturally integrate them into speech.  
As a result, students become more engaged, more motivated to learn, and able to use Yiddish practically and confidently. CLT builds students’ proficiency by facilitating their use of Yiddish rather than teaching them about Yiddish.

Can you tell me more about  In eynem, the Yiddish Book Center's communicative textbook? 
In eynem

  • Uses the communicative approach to language-learning—students use language first and foremost to socialize and converse with their classmates about their daily lives, to delve into texts for cultural and artistic insights, to use the language as a practical tool and as a vehicle for fun and creativity. They learn vocabulary and grammar through these activities naturally, personalizing their acquisition of this knowledge; 
  • Draws on multimedia Yiddish sources from different time periods, geographical regions, and points on a religious and political spectrum—a rare immersive experience in global Yiddish culture; 
  • Creates frameworks for students to be able to express their lived experiences in Yiddish, making it their own; 
  • Exposes students to all varieties of the language—an assortment of dialects, orthographies, and handwriting to prepare students for scholarly work or other engagement with authentic texts; 
  • Can be adapted to students based on their age and background, as well as based on the format of the class (weeklong intensive, evening adult education, university course, summer program, and other venues); 
  • Includes a teacher guide with detailed lesson plans to optimize the use of the book in a classroom setting. 


It was professional development at its best: genuine community building, pragmatic skill building, and new approaches to teaching Yiddish.
Pedagogy Fellowship alum