Valerija Kakha Gabunia
Ivane Javakhishvili Tbilisi State University, Georgia; https://orcid.org/0000-0002-2789-9138
Geomedi, Ivane Javakhishvili Tbilisi State University, Georgia; https://orcid.org/0000-0001-5599-7002
Ivane Javakhishvili Tbilisi State University, Georgia; https://orcid.org/0000-0002-5022-0760
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2022-1(7). PLACING LANGUAGE IN THE CENTRE OF SCHOOLING, pp. 47-57
In the contemporary field of education, instituting a multilinguistic education model is one of the prioritized aims for any multilingual and multiethnic society. Among these is Georgia, a diverse country in terms of ethnicity and language, where minorities cannot fully integrate in political, economic, social, and cultural life due to gaps in their knowledge of the national language. The state has taken important steps and carried out several events and programs since 2005 to address this issue. Local and international organizations are active collaborators in this process; yet, according to recent studies, the language competency level of minority groups remains as an ongoing challenge. Currently, monolingual schools where the language is not Georgian are transitioning into bilingual institutions. This process involves a myriad of obstacles that are connected to human, material, and educational resources, as well as teaching methods and the level of involvement on behalf of minorities. The paper describes and analyzes the current situation from 2005 to the present day, identifies strong and weak points of the multilingual education model, and offers specific recommendations that will contribute to its effective implementation. First, it is necessary to formulate a specific strategy and an institutional vision, which will consider both international experience and existing research and local data. It is also vital to train teachers and conduct targeted training programs. In addition, it is essential to develop effective learning resources, work closely with school administration and teachers and the local community, and collaborate with media platforms to raise public awareness and disseminate information. Most importantly, the CLIL approach must be implemented. This study is based on a qualitative research method that aims to present descriptive data. The data collection techniques used in the given study are as follows: observation, documentation, and processing of primary and secondary sources to identify general trends.
Keywords: ethnic minority, bilingual education, integration