ד"ר אורלי חיים

Michal Tannenbaum, Orly Haim & Elana Shohamy (22 Oct
2024): Incorporating translanguaging in English instruction: teachers’ beliefs, practices, and influencing factors, International Multilingual Research Journal

Haim, O., & Manor, R. (2024). Exploring translanguaging in academic discourse through an ecological analytic lens. International Journal of Bilingual Education and Bilingualism, 28(4), 449–464.

Haim, O. (2024). The role of demographic, linguistic and social-psychological factors in explaining plurilingual self-assessment of immigrant youth. Journal of Multilingual and Multicultural Development, 1–18.

Lena Cataldo-Schwarzl, Orly Haim & Eva Vetter (2023) Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process, Language, Culture and Curriculum

Orly Haim & Michal Tannenbaum (2022) Teaching English to multilingual immigrant students: understanding teachers’ beliefs and practices, Teachers and Teaching

O Haim, Y Kedar. Exploring bilingual teaching and learning in a Jewish-Palestinian language café. AILA Review, 2022

Haim, O. (2021) Exploring Perceived Multilingual Proficiency among Immigrant Youth with Different Arrival Ages in the Destination Country. Journal of Multilingual and Multicultural Development

Haim, O. , Orland-Barak, L., & Goldberg, T. (2020). The role of linguistic and cultural background in EFL novices’ induction period. International Journal of Multilingualism.

Haim, O. (2019). “It is hard at school, but I do my best to cope..”: The educational experience of multilingual immigrant youth in high school. Intercultural Education.

Haim, O. (2018). Academic proficiency performance in second and third Language: The role of school context. Language, Culture and Curriculum

Haim, O. (2016). The effect of age of arrival on bilingual and trilingual academic proficiency. Israel Studies in Language and Society (1-2), 202-237

Haim, O. & , Amdur, L. (2016). Teacher perspectives of their alternative fast-track induction. Teaching Education, 27 (4), 343-370.

Haim, O. (2015). Investigating transfer of academic proficiency among trilingual immigrant students: A tri-directional holistic approach. The Modern Language Journal, 99 (4), 696-716.

Haim, O. (2014b). Crosslinguistic transfer of academic proficiency component skills across three languages among Russian speaking immigrant students. In Donitsa-Smidt, S., & Inbar-Louria, O. (eds.). Issues in language teaching. Tel-Aviv, MOFET Institute. [in Hebrew]

Haim, O. (2014). Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools. International Journal of Multilingualism.

Tannenbaum, M. & Haim, O. (2007). Journeys to a new Homeland: Language and identity in the poetry of Alexander Penn and Nathan Alterman. Journal of Modern Jewish Studies 6 (3), 273–287.

Haim, O. (2005). Exploring teachers’ subject matter knowledge: A pragmatic approach. Trends: The Yearbook of CONTACT 11, 1-17.

Haim, O. Strauss, S., & Ravid, D. (2004). Relations between EFL formal knowledge of grammar and their in-action mental model of children's minds and learning. Teaching and Teacher Education 20, 861-880.

Haim, O. Strauss, S., & Ravid, D. (2000). Relations between EFL formal knowledge of grammar and their in-action mental model of children's minds and learning [in Hebrew]. Ayala Conference 2000, Book of Articles, 2 (776-781), Tel-Aviv, Israel: Reches Publishers. [in Hebrew]