Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
ferent languages thus can be used as language of instruction based on different criteria for division. Either the
subjects are assigned to different languages of instruction: for example, mathematics, geography and sports in
language 1, biology, history and arts in language 2. etc. Different languages can also be appointed to two or
three different teachers, all of whom teach all subjects in one class, but using different languages. Or the languages
of instruction can be assigned to specific times, for example one language always being used in the
morning, the other in the afternoon, or different languages can be assigned for specific days of the week, and
so on.
Pupils feel comfortable in the lessons, which are taught in the language they are already familiar with,
because they understand what is being asked of them. They can experience their abilities, which develops in
them a feeling of self-confidence. In this way one can first of all guarantee the sound development of the
mother tongue: the child learns to read, write and express complex thoughts in the mother tongue, thus having
the right according to article 29 1.c) fulfilled: "education shall be directed to �...� the development of �...� his or
her cultural identity, language �...�".
The acquired self-confidence helps the children to openly tackle learning also in the subjects, which are
taught in the second and third language. Having experienced their own learning potential, they can learn with
curiosity and effort. For the children whose mother tongue is not the State language, for example Georgian,
this second language develops much quicker than in a monolingual Georgian class.
Children not only develop language skills in two or more languages, but also, surprisingly, score higher
in language proficiency as well as in academic subjects. 8 Children become multilingual, which means that not
only they are fluent and proficient in two languages, but that they develop a number of additional skills and
abilities. First and foremost, multilingual persons show cognitive avails especially in what concerns the conscious
handling of language. 9 They become more creative and inventive in problem-solving in general.
Thanks to their increased linguistic awareness and repertoire, multilingual persons are better at learning and/or
acquiring other languages in their adult life. Persons, who thanks to an ideal linguistic situation develop such
abilities, are called multilingual.
In that sense, this model can significantly contribute to the State's obligation according to article 29 1.a)
of the Convention on the Rights of the Child: "The development of the child's personality, talents and mental
and physical abilities to their fullest potential."
Language
Development MULTILINGUALISM
8 Cazabon, Nicoladis, Lambert (1988)
9 Lemmon and Goggin (1989)
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