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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Submersion The minority students are taught in majority language in submersion programs. The language of instruction is majority language. The classroom consists of minority students alongside the majority students, who are fluent speakers of majority language. The other type of submersion program is called structured immersion. The structured immersion program consists of only language minority students. Submersion Program with Withdrawal Classes This program is another type of submersion program. This program has several names in different countries, such as Mainstream Education with Pull –Out Classes, Mainstream Education with Withdrawal Classess, Sheltered English or Contend Based Second Language. The minority students study in schools with majority language of instruction in this program; however, the students are withdrawn for “compensatory” lessons of mainstream language. There is another approach in this program as well. Minority students in mainstream schools may be withdrawn for additional classes conducted with simplified wording of content of various academic fields. Segregationist Education The segregationist education is the state policy, which implies “minority language only” education for minority students (Skutnab-Kangas, 2000). The graduates of this type of minority schools are not competitive in the labor market as well as do not have access to higher or vocational education. “Segregationist education occurs where minority language speakers access to those programs or schools attended by majority language speakers. Such separation can be through law (de jure) or practice (de facto)” (Baker, 2006, p 221). Mostly, this is a state policy. The aim of the policy is to have minority groups in subordinate situation and to prevent their social mobility. Transitional Bilingual Education The transitional bilingual education is one of the most frequently used types of bilingual education, especially in the United States (baker, 2006). The aim of transitional bilingual education is to increase the proportion of majority language of instruction in the classroom and decrease the use of monirity language. The main aim of the program is to assist minority students in the process of second language acquisition. The knowledge of majority language will enable them to function effectively in majority language in mainstream society. However, the transitional bilingual educational programs mostly fail in terms of academic achievement of ethnic minority students. There are two types of transitional bilingual educational programs: Early and late exit programs (Ramirez & Merino, 1990 in Baker, 2006). Early exit transitional bilingual educational program allows using minority language as language of instruction for 2 years. Late exit bilingual education program implies to conduct 40% of classes in minority languages until the sixth grade (Baker, 2006). Mainstream Education with Foreign Language Teaching This program is the regular mainstream education program. Students are majority language students. The language of instruction is the state/majority language. Foreign language is taught as separate subject. Foreign language is not used as a language of instruction in these programs. The most important problem of the program is that majority of the students are not able to become proficient in taught foreign language. Separatist Education The main goal of separatist education is monolingualism and monoculturalism in minority language. The separatist education is similar to segregation education programs with one significant difference. Segregation education is the state policy, while the separatist education is the choice of minority groups. The movement for separatist education was called secessionist movement by Schermerhorn. The aim of secessionist movement is “to detach itself from the language majority to pursue an independent existence” (baker, 2006, p. 224). The goal of separatist education can be protection of minority languages or to achieve political, economic and cultural autonomy. 290
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Immersion Program The students are linguistic majority students in immersion programs. The immersion program was developed first in Canada. There are two state languages in Canada. The immersiom model was introduced as an experiment in Canada. The English language speaking parents took their children in school of experimental French language class. The language of instruction was only the French language and English was used as a language of instructions at a later stages. There are several different programs under the immersion bilingual education program. The most popular and widespread program are Total Immersion and partial Immersion programs. The language of instruction is second language in total immersion programs for the first two years. The native language becomes language of instruction in 20% of subjects after 2 years and by the end of elementary school the proportion between second and first language of instruction is 50%/50%. The partial immersion programs have 50/50% proportion of language of instructions in first and second languages throughout infant and junior schooling (baker, 2006). Maintenance/ Heritage Language Bilingual Education Program The students of these schools are linguistic minority students. The minority language is used as language of instruction in these programs with the final aim of full bilingualism in minority and majority languages. The majority language is taught as a separate subject as well as is used as language of instruction in some subjects. The main precondition for effectiveness of the program is the majority language environment. Dual Language Bilingual Education Majority as well as minority languages are used as a language of instruction in Dual Language Bilingual Educational Programs. The classroom consists of almost equal number of majority and minority students. The goal of the program is to achieve bilingualism and biculturalism for both majority and minority students. The interaction between different ethnic group students is very important to develop intercultural sensitivity in students for this type of program. The language distribution in classroom setting varies based on specific situation. One subject can be taught in minority language and other in majority or one day classes can be conducted in minority language and another day in majority language and so on. However, the language balance in these programs is always almost equal. It is important that two languages have equal status in the school as well as teachers and school administrators should be bilinguals themselves. Bilingual Education in Majority Languages Bilingual Education in Majority Languages occurs when two majority languages are used for the instruction. The main goal of these schools is to achieve bilingualism, biliteracy and promote cultural pluralism in students (Mejia, 2002 in Baker, 2006). This type of bilingual education program is mostly used in bilingual or multilingual states and societies. Bilingual Educational Reform in Georgia Multilingual Education Program Regulation was adopted by the Ministry of Education and Science of Georgia on August 20, 2010. The approval of the Regulations as well as formulation of the multilingual education programmes for Georgia particularly was the result of of considerable work done by local and international experts and organizations for at least 6- 8 years (Grigule, 2010). The several project and initiatives were implemented during this period, several models of bilingual education were developed and piloted, methodological and teaching materials were developed as well as local experts and trainers are trained (Grigule, 2010). The various bilingual education programs were piloted and evaluated in the context of Georgia form 2006. The most important project “Multilingual Education Program” was implemented by international nongovernmental organization from Switzerland “CIMERA” with financial support of Organization for Security and Cooperation in Europe High Commissioner on national Minorities. The project was implemented during two academic years in 12 public schools of Kvemo Kartli and Samtskhe-Javakheti regions of Georgia (Grigule, 2010). In 2008, the Ministry of Education and Science developed the ‘National Minority Integration 291
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ekaterina protasova helsinkis unive
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usuli enis magaliTi saxelmwifo enis
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Ekaterina Protassova University of
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Tinatin Kiguradze Ilia State Univer
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REFERENCES saxelmwifo enis swavlebi
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