ABSTRACT
This chapter illustrates the ways in which some of the challenges of Israeli language and educational policies have been approached practically and conceptually through the institutionalization of bilingual Russian-Hebrew preschool education. Some immigrant communities assign more value to learning a heritage language in a structured way and establish community schools and preschools for that purpose, in both full-time and after-hours formats. The chapter presents the challenges and non-linear processes involved in the implementation and institutionalization of the First Language First model of bilingual growth, an innovative program that was modified over time in order to respond to changing sociopolitical forces and thus remain stable. Much is known about dual language educational programs in which children become bilingual by simultaneous exposure to both languages. The chapter focuses on the Russian-speaking community's establishment of a network of bilingual preschools and extracurricular non-mainstream activities aimed at preserving their cultural heritage and mother tongue in the context of Israel.
