אתר אישי

פרופ' שוורץ מילה

ראש התכנית להוראת שפות

קורות חיים

השכלה אקדמית



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Year of
  Approval of Degree


 

 

Degree


 

 

Name of
  Institution


 

and Department


 

 

Period of Study


 

 

1991


 

 

B.A.


 

 


 

 

Pedagogical State University of Leningrad, Faculty of Linguistics,


 

Russian Language
  and Literature


 

 

1986-1991


 

 

1998


 

 

M.A.


 

 


 

 

University of Haifa, Faculty of Education, Special
  Education


 

 

1995-1998


 

 

2003


 

 

M.A. Thesis


 

 


 

 

University of Haifa, Faculty of Education, Special
  Education


 

 

2002-2003


 

 

2007


 

 

Ph.D.


 

 

University of Haifa, Faculty of Education


 

 

2003-2006


 


 

מומחיות אקדמית

לקויות למידה, קריאה וכתיבה בשפה העברית


Learning Disabilities, Reading and writing in Hebrew

רשימת פרסומים

נושאי תיזה

עבודת הדוקטורט ( .Ph.D. / D.Sc) - בעברית ובאנגלית

  1. A.    
    Ph.D.
    Dissertation

Reading
acquisition in Hebrew (L2) and in English (L3) among Russian-speaking (L1)
children: Bi-literate Bilingualism versus Mono-literate Bilingualism" (2006), University of Haifa, Faculty of
Education (In Hebrew), (233 pages). Supervised
by Prof. D. L. Share and Dr. M. Leikin.

ספרים - כתיבה או עריכה

Leikin, M., Schwartz, M. & Tobin, Y. (Eds)
(2012). Current issues
in bilingualism: Complex approach to multidimensional phenomenon
. Series Literacy Studies,
Dordrecht, Netherlands: Springer.

מאמרים

כתבי עת מדעיים ומקצועיים או פרקים בספרים

Leikin, M., Share, D. L., & Schwartz, M. (2005). Difficulties in L2 Hebrew reading
among Russian-speaking second graders. Reading
and Writing, 18, 455-472.

2.
Schwartz, M., Leikin, M., & Share, D. L.
(2005). Bi-literate bilingualism versus mono-literate bilingualism: A
longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking
(L1) children. Written Language and Literacy, 8, 179-207.

Schwartz, M., Geva, E., Leikin, M., & Share, D. L. (2007).
Learning to read in English as L3: The cross-linguistic transfer of phonological
processing skills. Written Language and Literacy, 10 (1), 25-52.

4.
Schwartz, M., Share, D. L., Leikin, M., &
Kozminsky, E. (2008). On the benefits of bi-literacy: Just a head start in
reading or specific orthographic insights? Reading and Writing, 21 (9),
907-927.

Schwartz, M. (2008). Exploring the relationship between family
language policy and heritage language knowledge among second generation
Russian-Jewish immigrants in Israel.
Journal of Multilingual and Multicultural Development, 29 (5), 400-418.

Schwartz,
M., Kozminsky, E., & Leikin, M. (2009a). Socio-linguistic factors in
second language lexical knowledge: The case of second generation children of
Russian-Jewish immigrants in Israel.
Language, Culture and Curriculum, 22 (1), 14-27.

Schwartz,
M., Kozminsky, E., & Leikin, M. (2009b). Towards a better understanding of
first language vocabulary knowledge: The case of second generation
Russian-Jewish immigrants in Israel. Diaspora, Indigenous, and Minority
Education: An International Journal, 3, 226-244.
Schwartz,
M., Kozminsky, E., & Leikin, M. (2009c). Delayed acquisition of irregular
inflectional morphology in Hebrew in early sequential bilingualism. International
Journal of Bilingualism, 13 (4), 501-522.

9.
Leikin, M., Schwartz, M., & Share, D.
L. (2010). General and specific benefits of bi-literate bilingualism: A
Russian-Hebrew study of beginning literacy learning. Reading and Writing,
23 (3-4), 269-292.

Schwartz, M. (2010). Family language policy:
Core issues of an emerging field. Applied Linguistics Review, 1
(1), 171-192.

Schwartz,
M., Moin, V., Leikin, M., & Breitkopf, A. (2010).
Immigrants' family language
policy toward children's preschool bilingual education: Parents' perspective. International Multilingual Research
Journal, 4, 107-124.

Schwartz,
M., Mor-Sommerfeld, A., & Leikin, M. (2010). Facing bilingual education:
Majority-language teachers' challenges and strategies. Language Awareness,
19 (3), 187-203.

Moin, V., Schwartz, M., & Breitkopf, A.
(2011). Balancing heritage and host languages in bilingual kindergarten:
Viewpoints of Russian-speaking immigrant parents in Germany and in Israel. European
Early Childhood Education Research Journal, 19 (3).

Schwartz,
M., Moin, V., & Leikin, M. (2011). Parents' discourses about
language strategies for the child's preschool bilingual development. Diaspora,
Indigenous, and Minority Education: An International Journal, 5, 149-166.

Kahn-Horwitz, J., Schwartz, M.,
& Share, D. L. (2011). Acquiring the complex English orthography: A tri-literacy
advantage? Journal of
Research in Reading,
34 (1), 136-1561.

Moin, V.,
Breitkopf, A., & Schwartz, M. (2011). Teachers' views on organizational and pedagogical
approaches to early bilingual education: A case study of bilingual
kindergartens in Germany and Israel. Teaching and Teacher Education, 27
(6), 1008-1018.

Schwartz, M. (2012).
Second generation immigrants: Towards
a socio-linguistic approach to linguistic development. In M. Leikin, M. Schwartz,
& Y. Tobin (Eds.), Current Issues in Bilingualism: Cognitive and
Socio-linguistic perspectives add page numbers (pp. 119-135). Literacy
Studies, Springer.

Leikin, M., Schwartz,
M., & Tobin, Y. (2012). Current
issues in bilingualism: A complex approach to a multidimensional phenomenon. In
M. Leikin, M. Schwartz, & Y. Tobin (Eds.), Current Issues in Bilingualism:
Cognitive and Socio-linguistic Perspectives (pp. 1-18). Literacy Studies,
Springer.

Moin, V., Schwartz, M., & Leikin, M. (in
press). Immigrant parents' lay theories of children's preschool bilingual
development and family language ideologies. International Multilingual
Research Journal.

Schwartz, M., & Moin, V. (2012). Parents' assessment of their
preschool children's bilingual development in the context of family language
policy.
International
Journal of Multilingualism, 33 (1),
35-55.

Schwartz, M., & Katzir. T. (2012). Depth of lexical knowledge
among bilingual children: The impact of schooling. Reading and Writing, 25 (8),
1947-1971.

Schwartz,
M., Moin, V., & Leikin, M. (2012). Lexical knowledge development in
first and second languages: A role of early bilingual education. Bilingualism
and Bilingual Education, 15 (5), 549-571.

Xi Chen, B., Geva, E.,
& Schwartz M. (2012). Understanding literacy development of language
minority students: An integrative approach. Reading and Writing, 25 (8), 1797-1804.

Schwartz, M. (in press). Immigrant
parents' and teachers' views on bilingual pre-school language policy. Language
and Education.

Schwartz, M., & Shaul, Y. (in press). Narrative development
among language-minority children: The role of bilingual versus monolingual
preschool education. Language, Culture and Curriculum.

Ibrahim, R., Schwartz, M., Kahn-Horwitz. J.,
& Leikin, M. How do socio-cultural factors affect acquisition of reading in
second language? Asian EFL Journal.

Accepted
for Publication

Schwartz,
M., Nir-Sagiv, B., Leikin, M., Levie, R., & Ravid, D. (2012).
Acquisition of
regular and irregular inflectional morphology in Hebrew (L2) among early
sequential Russian-Hebrew speaking bilinguals. Heritage Language Journal.

28.
Schwartz, M. & Minkov, M. Inflectional morphology acquisition in the first language:
An incomplete acquisition or complete non-acquisition? Journal of Slavic
Linguistics.