A rather difficult subject that needs dissection.
1-Rav Hutner ztl said that the intent a person or nation puts into something is what comes out.Yiddish,he continued,was created with the sole purpose of stopping assimilation and making a person think and feel in a Jewish fashion.There is no question that Yiddish has both the feel and depth of the Jewish neshama.This is despite the fact that it is so similar to German.It presupposes knowledge of Shas and all Jewish ideas.The lack of words that English has only strengthens it as the understanding of a concept goes straight from one neshama to the other, where too many words are not necessary.Furthermore every word can be put in while speaking Yiddish.
The other side is when taken to extremes.What are the extremes? That is for each school to decide for itself and it’s student body.Part of the problem today of OTD comes from too much rigidness in the school system.The way Yiddish is taught or forced can be part of the problem.Many different possible compromises have been mentioned by various people, some might work.There is a need to check each child on an individual level as well.By the way,Chabad dropped Yiddish in its Cheder in Chicago, which is on a very high level religiously and scholastically as well.This might be a precursor to some change in Crown Heights as well.
My personal idea? Montessori type Cheder with Yiddish on the side.This alleviates the harshness of a teacher and difficulty of understanding.And yes, there is a mesorah for that kind of detect.
Finish with dichotomy.Rav Yaakov Kamenetsky ztl said that pedagogically speaking English is better.Our generation sees a great help from Yiddish in many aspects so there is reason to continue it.
So much more on this topic but have to stop now
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