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<p>Hebrew language learning plays a crucial role for Palestinian workers in the West Bank, as it directly impacts their employability and professional mobility. This study examines the personal, social, and economic motivations influencing Hebrew acquisition among Palestinian workers residing in Nablus Governorate. Through a quantitative survey conducted among 212 Hebrew-speaking workers, the findings reveal that economic factors are the primary driver of language learning, as better employment opportunities are available in Israel and the settlements. In contrast, social motivations appear weaker, indicating that Hebrew is mainly used in professional interactions. Moreover, statistical analysis highlights significant differences in motivational impact based on age and place of residence, while gender does not appear to be a determining factor. These results suggest that Hebrew learning is primarily perceived as an economic tool, with a limited social or identity-related dimension. They also emphasize the need to develop training programs tailored to Palestinian workers’ realities, with attention to the political and identity-related implications of language use under occupation.</p>

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Motivational factors and Hebrew learning among Palestinian workers: professional, economic, and social challenges

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月29日

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  • Wasim Bishawi,
  • Loai Aburaida

摘要

Hebrew language learning plays a crucial role for Palestinian workers in the West Bank, as it directly impacts their employability and professional mobility. This study examines the personal, social, and economic motivations influencing Hebrew acquisition among Palestinian workers residing in Nablus Governorate. Through a quantitative survey conducted among 212 Hebrew-speaking workers, the findings reveal that economic factors are the primary driver of language learning, as better employment opportunities are available in Israel and the settlements. In contrast, social motivations appear weaker, indicating that Hebrew is mainly used in professional interactions. Moreover, statistical analysis highlights significant differences in motivational impact based on age and place of residence, while gender does not appear to be a determining factor. These results suggest that Hebrew learning is primarily perceived as an economic tool, with a limited social or identity-related dimension. They also emphasize the need to develop training programs tailored to Palestinian workers’ realities, with attention to the political and identity-related implications of language use under occupation.