מאמרים ופרסומים


Goldfrad, K. (2023). “Too Much, Too Little: A Personal Journey through Holocaust Narratives.” In Tydor Schwartz, J. & Lassner, P. Eds. Their Lives Our Words. New York, NY: Bloomsbury Publishing Inc.

Goldfrad, K., Sandler, S., Borenstein, J., Ben-Artzi, E. (2023). “The Motivation Conundrum: What motivates university students in an EAP program?” Journal of Language Teaching, 3(7), 19-28.

Walters J., Yitzhaki D., Kopeliovich Sh., Burstein-Feldman Zh., Altman C.,  Armon-Lotem Sh. & N. Meir. (2023). Sociolinguistics in Israel: From Hebrew hegemony to Israeli plurilingualism. In J. Ball (ed.) The Routledge Handbook of Sociolinguistics Around the World (2nd edition), 278-288. Amsterdam: Routledge.

Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (accepted). Impact of narrative task complexity and language on macrostructure in bilingual kindergarten children. Language, Speech, and Hearing Services in Schools.

Schiff, R., Levy-Shimon, S., Va’anunu L, & Sasson, A. (accepted). Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers. Reading and Writing Quarterly.



Schiff, R., Grin, H, Kahta, S., Sasson, A. (2022). Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task, Cognitive Processing, 23,55–67.

Schiff, R., Kahta, S., & Sasson, A. (2022). Modality effects in the representation of root morpheme in the mental lexicon of Hebrew-speaking adults with dyslexia. In Ashkenazi, Bar-On, Brandes, Dattner, & Levie (Eds.) Developing language and literacy: Studies in honor of Dorit Diskin Ravid (pp 627-637), Springer.

Mannes, A. (2022). Students’ voices on EAP courses: Face-to-face vs. online instruction. Manuscript submitted for publication.

Schiff, R., Levy-Shimon, S., Sasson, A., Kimel, E., & Ravid, R. (2022). Multiple dimensions of affix spelling complexity: Analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing, 2373-2407.

Schiff, R., Cohen, H., Kahta, S., & Sasson, A. (2022). Can adults with dyslexia transfer statistical learning to a new context? Cognitive Processing, 24(1), 129-145.



Lipner, M., Armon-Lotem, S., Walters, J., & Altman, C. 2021. Crosslinguistic influence (CLI) of lexical breadth and depth in the vocabulary of bilingual kindergarten children: A bilingual intervention study. Frontiers in Psychology.

Altman, C., Burstein-Feldman, Zh., Fichman, S., Armon Lotem, S., Joffe, S., & J. Walters. (2021). “Perceptions of Identity, Language Abilities and Preferences among Russian-Hebrew and English-Hebrew Bilingual Children and Their Parents.” Journal of Multilingual and Multicultural Development, doi:https://doi.org/10.1080/01434632.2021.1974462.

Altman, C., Harel, E, Meir, N., Iluz-Cohen, P, Walters, J., & Armon-Lotem, Sh. (2021). Using a monolingual screening test for assessing bilingual children, Clinical Linguistics & Phonetics, DOI: 10.1080/02699206.2021.2000644.

Elisha-Primo, I., Sandler, S., Burstein-Feldman, Z., Lyubman, A., Tauber-Levy, N., (2021), Multicultural Sensitivity: Hope During COVID 19, ICERI2021 Conference Proceedings.

Ashkenazy, P., Kahta, S., Sasson, A., & Schiff, R. (2021). Stimulus variation-based training enhances artificial grammar learning.  Acta Psychologica, 214, 103252.

Gepner, M. (2021). “The semantics of prenominal possessives in Russian”, Glossa: a journal of general linguistics 6(1): 11. doi: https://doi.org/10.5334/gjgl.1198

Gepner, M. (2021). "Demonstratives, Possessives and Quantifier expressions in articleless Russian", Advances in Formal Slavic Linguistics 2018. FDSL 13 Conference Proceedings.

Goldfrad, K., Nestawal, S., Tabunshchyk, G. (2021). “Quality Assurance in Multinational Curriculum Development: The Role of the Bologna Process. Introduction.” Chapter in Arras, P. & Luengo, D. Eds. Teaching and subjects on bio-medical engineering: approaches and experiences from the BIORAT- project. Acco cv, Leuven, Belgium, 21-54. ISBN: 978-94-641-4245-7.

Krisi M., & Nagar R. (2021). The effect of peer mentoring on mentors themselves: A case study of college students. International Journal of Disability, Development and Education, 1-13.

Kahta, S., Kiassi-Lebel, M., Cohen, M, Sasson, A., & Schiff, R. (2021). Mind the Gap: Semantic Information Constrains Morphological Knowledge in Low SES, Reading and Writing: An Interdisciplinary Journal, 1-27.



Armon-Lotem, S., Restrepo, M.A., Lipner, M., Ahituv-Shlomo, P., & Altman, C. (2020). Vocabulary gains in bilingual narrative intervention. Language, Speech, and Hearing Services in Schools, 52(1), 436-448.. https://doi.org/10.1044/2020_LSHSS-19-00117

Badash, M., Harel, E., Carmel, R., & Waldman, T. (2020). Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar. World Journal of English Language, 10(1), 49-61.

Mannes, A., & Katz, Y. J. (2020). The Professional Identity of Native and Non-Native EFL Teachers: The complexity of nativeness. Curriculum and Teaching, 35(2), 5-24.



Harel, E. Armon-Lotem, S. & Botwinik, I. (2019). Passive comprehension in bilingual acquisition: L1 English, L2 Hebrew. In Pedro Guijarro Fuentes & Cristina Suarez (Eds.), Language acquisition and development: Proceedings of GALA 2017. Cambridge, UK: Cambridge Scholars

Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019). Auditory morphological knowledge in adults with dyslexia: The importance of semantic information. Scientific Studies of Reading, 23(4), 317-333.

Waldman, T. & Harel, E. (2019). Promoting online collaboration competence among pre-service teachers of English as Foreign Language. In M. Shonfeld & D. Gibson (Eds.), Collaborative learning in a global world. A volume in literacy, language and learning (pp. 195-210). Information Age Publishing: N.C.

Waldman, T., Harel, E., & Schwab, G. (2019). Extended telecollaboration practice in teacher education: Towards pluricultural and plurilingual proficiency. European Journal of Language Policy, 11(2), 167-185.



Goldfrad, K. (2018). “Mount Sinai and Holocaust Literature,” In A. Gottlieb, Ed. Worlds Meet: The Sciences in the Jewish World. Ramat Gan, 296-309 (in Hebrew).



Goldfrad K., Laslo. E., Kent, C. (2017), The Role of Content Relations in Foreign Language Interactive Learning. Proceedings in The 15th Annual MEITAL Conference, University of Haifa.

Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017). The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults. Annals of Dyslexia, 67(3), 333-355.‏

Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., Blažienė, A., Chyl, K.,  Dabašinskienė, I., Engel De Abreu, P., Gagarina, N., Gavarró, A., Håkansson, G., Harel, E., Holm, E., Kapalková, S., Kunnari, S., Levorato, C., Lindgren, J., Mieszkowska, K., Montes Salarich, L., Potgieter, A., Ribu, I., Ringblom, N., Rinker, T., Roch, M., Slančová, D., Southwood, F., Tedeschi, R., Müge Tuncer, A., Ünal-Logacev, Ö., Vuksanović, J., Armon-Lotem, S. (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical Linguistics & Phonetics, Online First(0), 1–26. https://doi.org/10.1080/02699206.2017.1308553

Sasson, A. (2017). Understanding the Motivations: A qualitative analysis of Israelis holding a bachelor's degree who pursue an MBA abroad. Qualitative Research in Education, 6(2), 179-213.‏

Schiff, R., Katan, P., Sasson, A., & Kahta. S. (2017). Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity. Annals of Dyslexia 67(2), 180-199.

Shonfeld, M., Waldman, T., Harel, E., & Rozner, E. (2017). Online collaborative learning of student teachers in Israel and Germany for cultural-oriented teaching. MOFET Institute Journal, 60, 71-76(in Hebrew)



Ben-Oved, S.H. & Armon-Lotem, S. (2014). Ethnolinguistic Identity and Lexical Knowledge among Children from Amharic Speaking Families. Israel Studies in Language and Society. Special Edition, 8 (1-2), 238-275.  

Botwinik, I., Harel, E., & Armon-Lotem, S. (2016). Object relatives in bilingual acquisition: L1/Russian, L2/Hebrew. In Grucza, S., Olpińska-Szkiełko, M., Romanowski, P. (Eds.), Bilingual Landscape of the Contemporary World, Peter Lang Verlag: Frankfurt/Main - London - New York.

Gepner, M. (2016). "The Semantics of Motion Verbs in Russian," Baltic International Yearbook of Cognition, Logic and Communication: Vol. 11. https://doi.org/10.4148/1944-3676.1105

Harel, E. (2016). The importance of games in teaching a second/foreign language. Hed Ha-Ulpan 105, 105-108 (in Hebrew)

Katan, P., Kahta, S., Sasson, A., & Schiff, R., (2016). Performance of children with developmental dyslexia on high and low Topological Entropy artificial grammar learning task. Annals of Dyslexia, 67(2), 163-179.

Schiff, R., Cohen, M., Ben-Artzi, E., Sasson, A., & Ravid, D. (2016). Auditory morphological knowledge among children with developmental dyslexia. Scientific Studies of Reading, 20(2), 140-154.‏

Waldman, T., Harel, E., & Schwab, G. (2016). Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning. In S. Jager & M. Kurek (Eds), New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education (pp. 179-184). https://research-publishing.net/publication/chapters/978-1-908416-41-4/…



Goldfrad, K. (2015). “Voices of Child Survivors: A Multidisciplinary Approach to Children's Holocaust Testimonies.” In Knellessen, D. & Possekel, R., Eds. From Testimony to Story: Video Interview about Nazi Crimes, Perspectives and Experiences in Four Countries, Education with Testimonies Volume 2, Stiftung Erinnerung, Verantwortung und Zukunft (EVZ), Berlin, 54-61.

Elisha-Primo, I., Sandler, S., Goldfrad, K. (2015). “Listening to More Voices: Why Being Heard Matters,” TESL-EJ, 19(3), 1-20.

Waldman, T. & Harel, E. (2015). Participating in a technology-enhanced internationalization project to promote students’ foreign language motivation. In D. Schwarzer, & B. L. Bridglall (Eds.) Promoting Global Competence and Social Justice in Teacher Education: Successes and Challenges within Local and International Contexts (pp. 149-172). Plymouth, UK: Lexington Books.



Altman, C., Burstein-Feldman, Zh., Yitzhaki, D., Armon-Lotem, Sh., & Walters, J. 2014. Family Language Policies, Reported Language Use and Proficiency in Russian-Hebrew Bilingual Children in Israel. Journal of Multilingual and Multicultural Development, 35(3), 216-234. 

Gagarina, N., Armon-Lotem, Sh., Altman, C., Burstein-Feldman, Zh., Klassert, A., Topaj, N., Golcher, F., & J. Walters. 2014. Age, Input Quantity and Their Effect on Linguistic Performance in the Home and Societal Language among Russian-German and Russian-Hebrew Preschool Children. In Silbereisen, R.K., Titzmann, P.F. & Shavit, Y. (eds.), The challenges of Diaspora Migration: Interdisciplinary perspectives on Israel and Germany. London: Ashgate, 63-82.

Walters, J., Armon-Lotem, Sh., Altman, C., Burstein-Feldman Zh., Topaj, N. & N. Gagarina. 2014. Language Proficiency and Social Identity in Russian-Hebrew and Russian-German Preschool Children. The challenges of Diaspora Migration: Interdisciplinary perspectives on Israel and Germany. In Silbereisen, R.K., Titzmann, P.F. & Shavit, Y. (eds.), The challenges of Diaspora Migration: Interdisciplinary perspectives on Israel and Germany. London: Ashgate, 45-62.



Goldfrad, K., Shawn, K.  (2013). “Beyond the Teachers’ Room: A Social Network for Jewish Educators in Training.” In Rich, Y., Katz, Y., Mevarech, Z. & Ohayon, S., Eds. Promoting Jewish Literacy in Educational Settings, University Press of Maryland, 187-203.

Armon-Lotem, S., Altman, C., Burstein-Feldman, Zh., & J. Walters. 2013. Sociolinguistic aspects of the language of immigrant children. Shmuel Bolozky, Geoffrey Khan, Gary Rendsburg, Aaron Rubin, Ora Schwarzwald & Tamar Zewi (eds.) Encyclopedia of Hebrew Language and Linguistics (EHLL), Vol 2, 232-236. Boston-Leiden: Brill.

Yitzhaki D., Altman C., Feldman-Burstein Zh., Cohen L. & J. Walters. 2013. “Indigenous and Immigrant Identities in Multilingual Israel: Insights from Focus Groups and Discourse Analysis”. In Du Bois, I. & Baumgartner, N. (eds.) Multilingual identities: New global perspectives on immigrant discourse, pp. 137-172. Frankfurt/New York: Peter Lang Publishing Inc.



Goldfrad, K., Levene-Nachshon, C. (2011). “At the Crossroads: Between der Letster Veg and the Road of No Return.” PRISM, 1(3), 12-17.



Elisha-Primo, I., Sandler, S., Goldfrad, K., Ferenz, O., Perpignan, H. (2010). “Listening to Students’ Voices: A Curriculum Renewal Project for an EFL Academic Program at the Graduate Level.” System, 38(3), 457-466.

Burstein-Feldman Zh., Epstein A., Kheimets N., Kopeliovich Sh., Yitzhaki D. & J. Walters. 2010. Israeli sociolinguistics: from Hebrew hegemony to Israeli plurilingualism. In J. Ball (ed.) The Routledge Handbook of Sociolinguistics Around the World, pp. 226- 237. Amsterdam: Routledge.



Armon-Lotem, S., Adam, G., Saiege-Haddad, E., Blass, A., Harel, E., Litt, R., & Walters, J. (2009). Verb inflection as indicators of SLI among bilinguals: Task effects and Cross-Linguistic Differences. Safa Vemoax 8, 1-20. Tel-Aviv University (in Hebrew)

Goldfrad, K. (2009). “Beyond Testimony: An Interview with Miriam Steiner-Aviezer.” PRISM, 1(1), 19-22.



K. Shawn, K. Goldfrad, Eds. (2008). The Call of Memory: Learning about the Holocaust through Narrative: An Anthology. Teaneck, NJ: Ben Yehuda Press.

K. Shawn, K. Goldfrad, Eds. (2008). The Call of Memory: Learning about the Holocaust through Narrative: A Teacher's Guide. Teaneck, NJ: Ben Yehuda Press.

Armon-Lotem, Sh., Gagarina, N., Altman, C., Burstein-Feldman, Zh., Gordishevsky , G., Gupol, O., & Walters, J. 2008. "Language Acquisition as a Window to Social Integration among Russian Language Minority Children in Israel." Israel Studies in Language and Society, Israeli Association for the Study of Language and Society, vol. 1, pp. 155-177.



Bersudsky, Y., Fine, J., Gorjaltsan, I., Chen, O., Walters, J. 2005. “Schizophrenia and Second Language Acquisition.” Progress in Neuro-Psychopharmacology and Biological Psychiatry 29, 4, 535-542



Ellinger, B., Sandler, S., Chayen, D., Goldfrad, K., Yarosky, J. (2001). “Weaving the web into an EAP reading program,” The English Teaching Forum, 39(2).