Untitled

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
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