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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
method for learning languages and content. Since in multilingual classes each child receives education in its
mother tongue and in the second language, the classes can be ethnically and linguistically mixed, depending
on the needs and possibilities of each region. With multilingual education the parents’ dilemma in choosing
the language of instruction for their children, is resolved.
This kind of multilingual education is successfully used in regions densely populated by a minority of the
country. An example is the Rumantsch-speaking region of Switzerland, where in some villages both German-
and Rumantsch-speaking children are educated with both languages of instruction. In this way, children
speaking the minority language Rumantsch are assured proficiency in German, which ensures their access to
higher education and a prosperous professional future; children speaking German on the other hand are given
the chance to learn the minority language Rumantsch, to get to know the corresponding culture and to grow up
bilingually and bi-culturally.
The two-way immersion models are the ones with the highest potential for contributing to the fulfilment
of the State obligations with regard to the Convention on the Rights of the Child: It provides the setting in
which every child can acquire the State language on a sufficiently high level for having access to higher education,
if other capacities allow, thus supporting the realisation of article 28 1. c). Also, it prevents drop-out
due to the full-immersion shock that children might encounter, contributing to the realisation of article 28 1.
e). Additionally it contains a high potential to contribute to the values and quality factors as covered in article
29 of the Convention: “the development of the child's personality, talents, and mental and physical abilities to
their fullest potential; The development of respect for the child's 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; 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”.
The striking difference of the two-way immersion model to other models of multilingual education is the
fact, that in this model not only minority language children are benefitting from the advantages of multilingual
education, but all children, irrespective of their ethnic or linguistic belonging. In that sense the two-way immersion
programmes are fully complying with the content and the spirit of the human rights framework.
CONCLUSIONS
Multilingual education models are a most powerful and pragmatic approach for multilingual States to fulfil
their complex duties stated in the Convention on the Rights of the Child with regard to language education.
It ensures that all children, irrespective of their linguistic background, can access education in their mother
tongue, which is crucial for development of his or her full intellectual, personal, cognitive, creative and social
potential (Article 29 1. a), and which as well is directed towards the development of the child's cultural identity,
language and values (Article 29 1. c). Additionally it gives all children the possibility to acquire the State
language on a high level, so as to make higher education accessible to all children equally (Article 28 1. c).
Multilingual education can reduce drop-out that may occur with children, who are exposed to full immersion
in the State language (Article 28 1. e). Multilingual education programmes imply the use of modern teaching
methods, a concern raised in Article 28 3 of the Convention.
Two-way immersion programmes, involving children from the minority as well as the majority groups,
being the most immediate, pragmatic and efficient way of intercultural education, are a means for realising
and developing the values stated in Article 29 1.d) The preparation of the child for responsible life in a free
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