The revival also brought with it linguistic changes to the language. Despite that the leaders of the process insisted they were only continuing "from the place where [Hebrew's] vitality was ended," they in fact created a new situation for the language, the characteristics of which are derived from all periods of the Hebrew language and also from European languages, chief among them Yiddish. The current situation of the language is the Modern Hebrew or Israeli Hebrew of today.
Ever since the spoken usage of Mishnaic Hebrew language ended in the second century AD, Hebrew had not been spoken as a mother tongue. Be that as it may, during the Middle Ages, the language was used by Jews in a wide variety of disciplines. This usage kept alive a substantial portion of the traits characteristic of Hebrew.
But while it was easy to write stories taking place in the biblical period and dealing with biblical topics, Haskalah-era writers began to find it more and more difficult to write about contemporary topics. This was due mostly to the lack of a broad and modern vocabulary, meaning translating books about science and mathematics or European literature was difficult. This barrier was finally breached in the 1880s by a writer named Mendele Mocher Sforim.
Mendele (1846-1917), whose given name was Ya'akov Abrimovitch, was given the title of "Mocher Sforim" (מוכר ספרים), meaning "bookseller." He began writing in Hebrew as a Haskalah writer and wrote according to all the rules of Haskalah-era literature. At a certain point, he decided to write in Yiddish and caused a linguistic revolution, which was expressed in the widespread usage of Yiddish in Hebrew literature. After a long break he returned in 1886 to writing in Hebrew, but decided to ignore the rules of biblical Hebrew and added into the vocabulary a host of words from the Rabbnic Age and the Middle Ages. His new fluid and varied style of Hebrew writing reflected the Yiddish spoken around him, while still using all the historical strata of Hebrew. For the purposes of his Hebrew works, some of which were translations of his Yiddish books, Mendele needed a language to represent popular language spiced-up with jests and detailed descriptions. He satisfied this need by throwing out the restrictions of the Haskalah's biblical flowery language and turning to figures of speech and vocabulary from the Rabbis while incorporating characteristics of syntax found in European languages.
Mendele's language was considered a synthetic one, as it consisted of different echelons of Hebrew development and was not a direct continuation of a particular echelon. However, today, his language is often considered a continuation of Rabbinic Hebrew, especially grammatically.
Mendele's style was excitedly adopted by contemporary writers and spread quickly. It was also expanded into additional fields: Echad Ha'am wrote a superb article in 1889 using the style entitled "This is not the Way," and Haim Nahman Bialik expanded it into poetry with his poem "To the Bird" of the same year. Additionally, great efforts were taken to write scientific books in Hebrew, for which the vocabulary of scientific and technical terms was greatly increased. At the same time, Europe saw the rise of Hebrew language newspapers and magazines, while even sessions and discussions of Zionist groups were conducted and transcribed in Hebrew. As Hebrew poets and writers began arriving in Palestine armed with the new literary language, they exerted a certain amount of influence on the development of spoken Hebrew as well.
When speaking of the process of Hebrew revival, the first name that comes to mind is his Eliezer Ben-Yehuda (אליעזר בן יהודה) (1858-1922), known as the "reviver of the Hebrew language" ("מחייה השפה העברית"), yet upon closer examination it becomes clear that his major contributions were ideological and symbolic; he was the first to raise the concept of reviving Hebrew, to publish articles in newspapers on the topic, and he took part in what is known as the Ben Yehuda Dictionary, and he worked tirelessly to raise awareness about the topic while fighting against its opponents. But the practical activity which finally brought about the revitalization of Hebrew was not carried out, at least for the most part, with Ben Yehuda in Jerusalem but in the moshavot (settlements) of the First Aliyah and the Second Aliyah. There, the first Hebrew schools were established, Hebrew became a language of daily affairs, and finally became a systematic and national language. Yet Ben Yehuda's virtue stands in his initiation and symbolic leadership of the Hebrew revival.
The revival of spoken Hebrew can be separated into three stages, which basically parallel (1) the First Aliyah, (2) the Second Aliyah, and (3) the British Mandate Period. In the first period, the activity centered on Hebrew schools in moshavot and in Ben Yehuda's club; in the second period, Hebrew usage expanded into assembly meetings and public activities; and in the third period, it became the language used by the Yishuv, the Jewish population during the Mandate Period, for general purposes more than other languages having both spoken and written forms, a movement reflected in the official status of Hebrew in the British Mandate. All of the stages were characterized by the establishment of many varied organizations that all took an active and ideological part in Hebrew activities. This came together in the establishment of the Hebrew high schools (גימנסיות), the Hebrew University, the Jewish Legion, the Histadrut labor organization, and Tel Aviv - the first Hebrew city.
Throughout all periods, Hebrew signified for both its proponents and detractors the antithesis of Yiddish: Against the exilic, rabbinical, and bourgeois Yiddish language stood revived Hebrew, a language of secularism, Zionism, of ground-working pioneers, and above all of the transformation of the Jewish nation to a Hebrew nation with its own land. Yiddish was degradingly called a jargon, and its speakers encountered harsh opposition.
Nonetheless, Ghil'ad Zuckermann believes that "Yiddish is a primary contributor to Israeli Hebrew because it was the mother tongue of the vast majority of language revivalists and first pioneers in Eretz Yisrael at the crucial period of the beginning of Israeli Hebrew". According to Zuckermann, although the revivalists wished to speak Hebrew with Semitic grammar and pronunciation, they could not avoid the Ashkenazi mindset arising from their European background. He argues that their attempt to deny their European roots, negate diasporism and avoid hybridity (as reflected in Yiddish) failed. "Had the language revivalists been Arabic-speaking Jews (e.g. from Morocco), Israeli Hebrew would have been a totally different anguage – both genetically and typologically, much more Semitic. The impact of the founder population on Israeli Hebrew is incomparable with that of later immigrants. Zuckermann says that a hybrid is a sign of richness and vigour rather than impurity or contamination.
In Jerusalem, which as noted already possessed a small Hebrew-speaking community, Ben Yehuda tried to garner support for the idea of speaking Hebrew. He determined that his family would only speak Hebrew and attempted to convince other families to do so as well, founded associations for speaking Hebrew, began publishing the Hebrew newspaper HaZvi, and for a short while taught at Hebrew schools, for the first time making use of the method of "Hebrew in Hebrew." Yet Ben Yehuda's efforts were not all too fruitful: In 1902, over two decades into his efforts, his wife recorded that she baked a cake for the tenth family to agree to speak only Hebrew.
On the other hand, widespread activity began in the moshavot of the Second Aliyah, which was concentrated in the Hebrew schools. In 1886, the first Hebrew school was established in the Jewish settlement of Rishon LeZion, where a part of the classes were taught in Hebrew. At this point, progress was slow, and it encountered many difficulties: Parents were opposed to their children learning in an impractical language useless in higher education; the four-year schools for farmers' children were not of a high caliber; and a great lack of linguistic means for teaching Hebrew plus the lack of words to describe day-to-day activities, not to mention the absence of Hebrew schoolbooks. Added to these, there was no agreement on which accent to use, as some teachers spoke taught Ashkenazi Hebrew when others taught Sephardic Hebrew.
In 1903, the Union of Hebrew Teachers was founded, and but sixty educators participated in its inaugural assembly. Though not extremely impressive from a quantitative viewpoint, the Hebrew school program did create a nucleus of a few hundred native Hebrew speakers and proved that Hebrew could be used in a day-to-day format.
During this period, the World Zionist Congress also adopted Hebrew as its official language.
In 1909, the first Hebrew city, Tel Aviv, was established, on the streets and in the cafes of which Hebrew was already widely spoken. The entire administration of the city was carried out in Hebrew, and new olim or those not yet speaking Hebrew were forced to word their statements in Hebrew. Furthermore, street signs and announcements were written in Hebrew. A writer said in 1913 that in Tel Aviv "Yiddish is more treif (non-kosher) than pork. To speak it a person needs great courage."
Accordingly, Hebrew education continued to expand, as more and more Hebrew educational institutions came about, including the Hebrew high schools. Hebrew teachers recreated the Hebrew Language Council (later the Academy of the Hebrew Language), which began to determine uniform linguistic rules, as opposed to the disjointed rules which had been created. The Council declared as its mission "to prepare the Hebrew language for use as a spoken language in all affairs of life," formulated rules of pronunciation and grammar, and offered new words for use in schools and by the general public. The widespread production of Hebrew schoolbooks also began, and Mother Goose-style rhymes were written for children.
The pinnacle of Hebrew's development in this period came in 1913, when the so-called "War of the Languages" (מלחמת השפות) occurred: At that time, the Company for Aiding German Jews to establish an institution of higher education for engineering and insisted it should be instructed in German. The whole of the Yishuv rose up against this standpoint and forced the group to admit defeat, leading to the founding of Israel's foremost institute of technology, Technion. This incident marks with no shadow of doubt the transformation of Hebrew into the official language of the Yishuv.