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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Ramsey, G.P. (2004) Teaching and Learning in a Diverse World . New York: Columbia University. Sousa, A. (2001) How Brain Learn.2nd edn. Thousand Oaks: Corvin. Žogla I. (2001) Didaktikas teorētiskie pamati. Rīga: RaKa. Выготский, Л. С. (1997). Вопросы детской психологии. С –Пб.: Союз. Ligita Grigule Mag.paed., University of Latvia, Riga, Latvia 256
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Problems and Challenges of Teaching State Language in the Implementation Process of Multilingual Education ABSTRACT State Language and multilingual education are directly connected and complex issues. Looking back in the past of many former Soviet republics that have serious approach towards the implementation of the multilingual education, one can see that it has started with the improvement of the state language as a second language teaching. Making a next step towards the formation of the multilingual and multicultural education, the politicians, the society and educators have to be aware of the changes of language teaching and learning paradigm. The aims of the second language teaching cannot be simply transferred to multilingual education programme, on the other hand, the development of multilingual education has an effect on the second language teaching and learning. To correspond to the new demands, the aims of multilingual education put forward to the acquisition of the second language, it is evident that the teaching of the second (state) language should change. Paper will summarize the most essential trends of the development of the second language, analyze what principles should guide design of appropriate set of instruments for state language teaching – learning to ensure that teaching will meet and contribute to the multilingual education process development, as well as share the examples of Latvia and Georgia. The evidence is based on the theoretical foundations of the second language acquisition and experience working on the development of the Latvian language teaching in Latvia. Background Meeting the challenge of introducing Latvia to Georgian and international linguists in the most concise form possible, I approached the Latvian Institute web site. Which is the news that should be told others about Latvia? It is said that “Latvia is a comparatively small country in north-eastern Europe, whose present population is 2.2 million, inhabiting a land area of 65 thousand km2. Latvia is one of the few countries whose population was larger 20 years ago, and even 100 years ago, than it is today. This is the effect of two world wars, deportations, emigration and a demographic crisis.” And it is emphasized that “as in many parts of Eastern Europe, so too in Latvia, ethnic consciousness is very pronounced, sometimes even predominating over national or religious consciousness.” When adapting and analyzing the experience in Latvia it is important to keep in mind that state language acquisition for minorities has both pragmatic motives - it provides higher education and career opportunities, and a symbolic sense – loyalty to the country, respect towards the cultural heritage of home country. One of the requirements for obtaining Latvian citizenship is a certain level of State language proficiency. Beside the commonly agreed learning achievements during the 15 years of bilingual education, public opinion on bilingual education and on the status of the Russian language schools are issues which still causes intense debates and parts Latvian society as it is not only an educational, but also one of the major ethnopolitical issues. The views particularly accentuate in pre-election atmosphere with appeal to national sentiments, bringing to front the educational issues of minorities, requiring extreme solutions as transition to national language as a language of instruction or state language status for the Russian language. According to bilingual education specialist Kristina Paulston, this context should be respected by every methodologist of bilingual education: “…unless in some way we try to take into account the socio-historical, cultural, and economicpolitical factors which has lead to certain forms of bilingual education, we will never understand the consequences of this education”. Insight into history of implementation of bilingual education in Latvia After the regaining independence like in many former Soviet Republics the language policy and bilingual education have been discussed intensely. The first years after regaining independence can be described as a 257
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usuli enis magaliTi saxelmwifo enis
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TinaTin kiRuraZe ilias saxelmwifo u
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a. passionate b. Pathetic c. enthus
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Sophie Mujiri Ivane Javakhishvili T
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REFERENCES saxelmwifo enis swavlebi
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� Creates opportunities for pract
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