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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges ready to perceive and understand such analytical correlations. Such a way of teaching of compliance with grammatical rules leads to formalised lessons, in which both teachers and students concentrate on the formal aspects of language, forgetting about its most important communicative function. The content of what is being said is less important, than whether it is formulated correctly. As a result the students spend their intellectual energy on formal aspects and are not developing their communicative skills in the target language. Traditionally the target language is not used as language of instruction during the lessons. Thus the children never hear the target language in a coherent way and naturally they cannot learn to use this language as what it is meant to be: a means of communication. As a result after finishing school pupils are able to communicate freely both orally and written only in the language, which has been for them the language of instruction. With the differences in legal status of the different languages spoken in these countries – most of them have only one State language – it is crucial for the individual as well as for the State to have most effective ways for teaching the State language to minority language speakers. Georgia has been making serious efforts in improving the methods of second language teaching in the past years, but nevertheless, even if the teaching is on an increasing level, minority language speakers will stay behind in language competency in comparison with mother-tongue speakers of Georgian, and only very few will achieve enough language competencies to be able to fully participate in the educational, social and political life of the country. The right of the child to relevant and good quality education The Human Rights Framework, which the Convention on the Rights of the Child is an important part of, provides a useful reference for assessing and developing forms of language education in different linguistic settings. The Human Rights Framework takes into account both the needs of the individual, as well as the needs of different groups of society, including the state as a whole, and thus provides a frame for constructive discussions on continuous developments of education in an ever-changing world. In order for these inherently held rights to be realised for all rights-holders, the state, as primary duty-bearer, is obliged to provide everything necessary, starting from the national legal setting, up to definition of processes enabling the putting into practise, such as budget allocations, decentralisation of decision-taking, sensitisation and human-rights education for all. The human rights-based approach is a useful and effective framework for development especially with respect to emotionally and politically sensitive issues, such as the language issue. Language is one very strong denominator of identity, and as such both a powerful means for state building, and at the same time a potential factor of conflict in this process. Broad participation in discussions, developments of approaches and solutions, as suggested by the human rights-based approach, can be the path towards overcoming the obstacles, and making best use of existing opportunities. Articles 28 and 29 of the UN Convention on the Rights of the Child specifically refer to formal education: Article 28 1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular: a. Make primary education compulsory and available free to all; b. Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need; c. Make higher education accessible to all on the basis of capacity by every appropriate means; d. Make educational and vocational information and guidance available and accessible to all children; e. Take measures to encourage regular attendance at schools and the reduction of dropout rates. 2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention. 238
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges 3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries. Article 29 1. States Parties agree that the education of the child shall be directed to: a. The development of the child's personality, talents and mental and physical abilities to their fullest potential; b. The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; c. The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; d. The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; e. The development of respect for the natural environment. 2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State. These two articles are the main ones with regard to issues of education. However, they cannot be treated separately from or disregarding other articles of the convention. Especially important for the discourse about models of language education is article 30: Article 30 In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. Thus, every child has the right to access to relevant and good quality education, which supports the development of his or her full potential, without any discrimination on basis of ethnic, linguistic or other affiliation. With regard to the language education, as well as the forms of language education this has specific implications for the state, and specifically for the system of state education. Potentials and limits of monolingual education based on linguistic separation Education with the mother tongue as language of instruction: Linguists and pedagogues such as J. Piaget or Vygotskij have examined the role of the mother tongue, i.e. the language, in which the child speaks at home. 1 Since the 1990ies linguists, pedagogues and neurologists have been conducting research on the linguistic and cognitive development of children in primary schools with various linguistic conditions. On the results of these research activities see for example Baker, Wode or Thomas/Collier 2 . The results confirmed Vygotskij’s and Piaget’s assumptions that the language of instruction plays a crucial role for the general development of the child. 1 Piaget, Jean: Sprechen und Denken des Kindes, Düsseldorf: Schwann 1975 Wygotski, Lew S: Denken und Sprechen, F.a.M. Fisher 1974 2 Thomas, Wayne P. and Virginia Collier, 1997. School effectiveness for language minority students. Washington D.C. Baker, Colin, 1996. Foundations for bilingual education and bilingualism. Clevedon, England: Multilingual Matters. Wode, H. 1995. Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. Ismaning. 239
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a. passionate b. Pathetic c. enthus
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