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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges through Multilingual Education’ document, basing on which, on March 31st of 2009, the Ministry of Education and Science approved the ‘Multilingual Education Support Program’. The program achieved the following: (a) development of a regulation system for multilingual education, (b) in August-September of 2009, the members of the multilingual education work group of the Ministry were delivered 4 trainings with the support of the OSCE HCNM experts, (c) 10 local trainers were selected by the program, which were delivered the professional trainings by OSCE international experts, (d) OSCE experts delivered the training to the directors of 40 pilot schools, 30 personnel of education resource centers, and 64 accreditation experts (UNAG report, 2010). The implemented project and activities, developed policy documents as well as prepared local human resources and accumulated experience enabled the Ministry of Education and Science of Georgia to adopt regulations for bilingual education programs. The Regulations proposes the following six multilingual educational programs to public schools: Developmental (enrichment) Multilingual Educational Program - subjects and subject groups provided by the national curriculum are taught equally on both state and national languages (50 to 50% or 40 to 60 %) and equally high language competence is achieved in both state and national languages. The program is similar to enrichment bilingual educational program proposed by Skutnabb-Kangas. Transitional Multilingual Educational Program – study process is carried out on both state and native languages. Although, studies on state language is scaling up and step by step transition on state language takes place. The program is similar to enrichment bilingual educational program proposed by Skutnabb-Kangas. The program is referred as “weak” bilingual education program. However, the program can be effective in Georgian context in the regions of compact settlements of ethnic minorities. This issue will be discussed in depth in analytical part of the article. Multilingual Educational Program to Support Native Language – subjects and subject areas determined by national curriculum are taught on state language. To teaching of native language is dedicated maximum hours and varying proportion of the curriculum being taught in the native language. Multilingual Educational Program to Support State Language - subjects and subject groups provided by the national curriculum are taught on national language. State language is taught as a subject with maximum hourly demand and varying proportion of the curriculum being taught in the state language. The program is similar to heritage language bilingual educational program proposed by Skutnabb-Kangas. The program is referred as “strong” bilingual educational program in the typology. However, the program can be ineffective in Georgian context in the regions of compact settlements of ethnic minorities. This issue will be discussed in depth in analytical part of the article. Dual Language Multilingual Educational Program - subjects and subject groups provided by the national curriculum are taught equally on both state and minority languages. Contingent of students is equally divided and represent the Georgian language students as well as non-Georgian language students. The program is similar to Dual Language Bilingual educational program proposed by Skutnabb-Kangas Mixed Languages Multilingual Educational Program - study process starts on language, which in most cases is pupils’ second language (Russian, for instance). After the initial development of literacy in the second language, 1) subjects on state language or 2) subjects on native and state language are introduced aiming at development of state language, mother-tongue and other languages necessity for pupils. This program is specific for Georgian context and implies the transformation of the Russian schools into bilingual/multilingual schools The public schools can choose the program based on their need assessment, human resources as well as social environment. Public schools can develop their own multilingual education programs; however, the program should be approved by the Ministry of Education and Science of Georgia (Multilingual Education Programs Regulation, 2010) The amendments and additions were adopted in the “Law on General Education” on December 15, 2010. The term “multilingual education” was officially written in the article two of the law with the following explanation: “Multilingual Education- Education, which aims at development of pupil’s language competences in various languages. It implies the organization of the teaching process in educational system to improve the process of acquisition and effective usage of these languages” (Law of Georgia on General Education, 2005). The same amendments defined that National Centre for Curriculum and Assessment will be responsible for 292
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges implementation multilingual education in Georgia.The amendments changed the list on subjects of national curriculum, particularly; the subjects Georgian Language and Literature and Abkhazian Language and Literature were changed with subject State Language. The law defined that language of instruction of social science subjects would be only the state language in non-Georgian schools. Based on the new initiative of the President of Georgia, the Ministry of Education and Science (MES) has started to implement a new program “Georgian Language for Future Success” in 2011. The goal of program is to implement such activities that will improve knowledge of state language among minorities. In the framework of the above mentioned program all activities will be focused on improving teaching/learning level of Georgian as, a second language. The following activities are planned in the framework of the program: (a) To establish new “language House” in Kvemo Kartli, Samtskhe-Javakheti and Kakheti regions and increase the efficiency of “Georgian Language Houses”; (b) To conduct teachers’ professional development programs for minority school teachers; (c) To implement multilingual educational programs in all non-Georgian schools; (d) To develop and elaborate Georgian, as a second language methodological and teaching materials; (e) To organize Summer camps; (f) To establish bilingual pre-school education centers; (g) To implement school student exchange programs Georgian and non-Georgian public schools; (h) To implement School partnership programs and other activities; (i) To select and send qualified Georgian language teachers in non-Georgian public schools; (j) To involve BA, MA and PhD students in the process of improving state language teaching process in non-Georgian schools of Georgia (MoES, 2011).The bilingual education is only one minor subcomponent of this global and large-scale program and is considered in the context of improvement of State Language teaching in non-Georgian schools. The factors influencing on effectiveness of Bilingual Education Colin Baker in his textbook “Bilingual Education and Bilingualism” (2006) suggested to address the issue of effectiveness of bilingual education from four different perspectives. The suggestion came based on literature review and researches in the field. The issue of effectiveness of bilingual education can be discussed from the following perspectives: (a) individual student level; (b) particular classroom level; (c) school level; (d) type of bilingual program. First, there is effectiveness at the level of the individual child. Within the same classroom, children may respond and perform differently. Second, there is effectiveness at the classroom level. Within the same classroom and type of bilingual educational program, classroom may vary considerably. Third, effectiveness is often analyzed at the school level. What makes some schools more effective than others even within the same type of bilingual education program and with similar student characteristics? Fourth, beyond the school level there can be aggregations of schools into different types of program (e.g. transitional compared with heritage language programs)… (Baker, 2006, pp 260-261) The type of bilingual education program is seen as important factor influencing the program effectiveness. The previous chapter discussed the “strong” and “weak” forms of bilingual education. The research findings proved that “weak” forms of bilingual education programs are ineffective. The programs aimed at to ignore the importance of native language are main reason for minority student’s academic underachievement (Cummins, 2000). However, only the choice of “weak” or “strong” bilingual educational programs cannot guarantee effectiveness of the program. The other important factors influencing the effectiveness of bilingual program should be considered. The following factors are important for bilingual program effectiveness even for “strong” bilingual education programs: (a) Human Resources; (b) Shared vision, mission and goals by school administration and teachers on bilingual education; (c) Parental involvement in school life in general and in designing and implementation of bilingual educational program. Human resources: Human resources are important factor for effectiveness of bilingual education (Varghese, 2004). The issue of human resources can be divided into components: (a) School leadership and administration; (b) teachers. The school leadership needs several important traits and knowledge to lead bilingual program effectively, particularly: (a) School principal should be instructional leader, should know curriculum approaches and language teaching methods and able to deliver the approaches to the teachers (Shaw, 2003 in baker, 2006); (b) School principals should be inspirational leaders. They should be able to develop bilingual education program and models, formulate the vision and mission of their school and develop strategic plan for 293
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