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REFERENCES saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges http://oraprod.eurydice.org/pls/portal/url/page/Eurydice/showPresentation?pubid=062EN. Gailīte I. (2000) Pedagogical Analyses in School Practice R.: Coursebook, p.178, Riga Grīnis E. (2008) General Education Quality Evaluation // Skolotājs Journal – 2008. – No.1. – 40. pg. 45, Riga Matisāne I. (2009) How to Find Quality in the System of Education of Latvia?, Riga Handbook for School Evaluation and Planning of School Development // Project of the Development of the System of Education of Latvia // Component of School Evaluation // (2000), Riga Public Reports of VIKNVA (2007., 2008., 2009), Riga Satversme of the Republic of Latvia // http://www.likumi.lv/doc.php?id=57980 (12.11.2010.) Working Materials of the Functions Audit Commission // http://www.mk.gov.lv/lv/vk/funkciju-auditakomisija/2010-darba-materiali/ (12.11.2010.). 274
Apollon Silagadze, Nino Ejibadze Ivane Javakhishvili Tbilisi State University, Georgia saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Arabic (Egyptian) Bilingualism and the Problem of Teaching ABSTRACT In the Arabic world, particularly in Egypt, the linguistic situation is diglossic. For part of the society it is bilingual; this is a layer of the society (educated society, as well as the student youth) which has an English education. The specificity (and complexity) of the situation is that for this part of Egyptian society native language is Egyptian Colloquial Arabic (Cairene speech – the standard variety of Egyptian dialect), not Literary Arabic which they start learn from the zero level as not native speakers (it seems that the school program is not enough). The Arabic diglossia is the natural co-existence of literary and speaking forms of the language and shows its specificity as follows: on one hand we have a special diversity of dialects, on the other (literary Arabic) – two languages – Classical (fuóçā) and modern (standard). The first is only language of scholarship, the second has full function but its communicational capacity is very limited by dialects. Additional problem is that the literary standard language does not have its own graphical and orthographical system and when uses classical system can not/do not notes its peculiarities (Arabic alphabet is consonantal). Finally, on the place of Literary Arabic we have one graphical system i.e. one language in a graphical expression which has two representants. It is possible to say that there is some kind of heterography, when the same text (graphical language) can be read in two ways. The above mentioned transfers the complexity on the level of bilingualism. The final result – not enough level of knowledge in literary Arabic – is reflected in the practice of teaching process. When at the universities (e.g. American University in Cairo) Literary Arabic is taught, course of the literary grammar is read on the permanent regime of interlingual code-switching when the basic communicational language is not Literary Arabic, but Egyptian Colloquial, and the object of code-switching is English. This situation is conditioned by various factors. In the Arabic world, in general, namely, in Egypt, the linguistic situation is complex and as a rule is evaluated as diglossic. At the same time for a certain part of the population not only diglossia but also bilingualism is a reality. According to Ferguson, diglossia is “a relatively stable linguistic situation in which, in addition to the primary dialects of the language (which may include a standard or regional standards), there is a very divergent, highly codified (often grammatically more complex) superposed variety, the vehicle of a large and respected body of written literature, either of an earlier period or in another speech community, which is learned largely by formal spoken purposes but is not used by any sector of the community for ordinary conversation (C.A. Ferguson, 1971:16). In case of diglossia we are dealing with a phenomenon when two linguistic forms are in a subordinated relation to one another. In case of Egypt and Arabic countries, in general, the high, prestigious variant of the language is Literary Arabic, whereas local dialects are forms of a comparatively lower status. “The linguistic situation in the Arabic world is evaluated as diglossic, but some authors (S. Kaye, 1994:47) regard that in fact there are “Many Arabics”, whereas the linguistic situation in the Arabic world in multiglossic. Such an approach to the question is indeed close to the real picture: in Cairo, one might say, the general linguistic situation does not go beyond diglossia, if we consider that here only two linguistic units oppose one another – the Cairo dialect and Literary Arabic. In the peripheries the situation is different: each village has its own local dialect, along with this, a great part of the population speaks the dialect widespread in the regional centre. Local residents have contacts with inhabitants of nearby villages, hence, speak their dialects. Their majority periodically arrive in Cairo on business and get acquainted with the Cairo speech as well. If such a village resident learns Literary Arabic (or even without learning it), we are dealing with poliglossia. However, this is not the ultimate example of linguistic 275
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a. passionate b. Pathetic c. enthus
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REFERENCES saxelmwifo enis swavlebi
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