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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges bilingual education and to plan and implement both pre-service and in-service professional development programs according to this document. Finally, it will be necessary to create incentive system for the teachers in order to ensure recruitment and retention of the qualified teaching cadre in such schools. Over the recent years number of programs and initiatives were implemented to solve the problems related to the lack of the qualified teaching and administrative cadre in non-Georgian schools (United Nations Association of Georgia, 2010). Above-mentioned programs have two main limitations: (a) They are not sustainable; (b) They do not contribute to the development of the local capacity of the schools. Most of these programs are aimed at sending out the teachers to the minority regions. This type of program was launched in 1998. In 2005 this program was renewed in the form of “Missionary” teacher program. It was followed by the program “Teach Georgian as a Second language” in 2009. The participants of this program were the qualified teachers of Georgian language and literature who was placed in the non-Georgian schools in the minority regions. The new program “Georgian Language for Future Success” was launched in 2011. As part of this program graduates of the BA programs were sent out to teach in the minority schools. None of the above-mentioned programs are long-term, sustainable or aimed at strengthening the local capacity. At the same time none of these programs were implemented in the context of bilingual education. It is important that future programs are the part of the bilingual education policy and at the same time provide more long-term and sustainable support to the non-Georgian schools. The same approach has to be taken towards the strengthening the capacities of the local administrative staff and more sustainable and need-oriented programs have to be implemented. One of the most important priorities is to ensure the active involvement of the parents and community in the school life. As the findings of this study non-Georgian schools have almost no practice of such involvement. Hence the professional development of the administrators and teachers in the area of parent and community involvement is very important. On the other hand, the non-Georgian schools can benefit a lot by implementing the parent education and awareness raising programs. Non-Georgian schools have got no sufficient financial and human resources for implementing such programs. However, very efficient programs can be implemented by the Ministry of Education and Science of Georgia in collaboration with the local and international organizations. In conclusion, the Georgia education system and the minority integration policy have step by step reached the important point of launching a bilingual education reform. Expectations towards this reform are very high (Ombudsman Office, Meeting with Ethnic Minority Council, March 30, 2008). When expectations are high, chances of dissapointent are also very high. Dissapointment towards the billingual education reform may equal the disappointment to the policy of the integration of ethnic minorities. Therefore, it is crucial for all the parties involved to ensure the effectiveness of the bilingual education reform. The reform will be effective if state priority is given to the “strong” bilingual programs and appropriate policies and activities are implemented. REFERENCES Assessment of Civic Integration of National Minorities (2010), United Nations Association of Georgia; Baker, C., 2006, Foundations of Bilingual Education and Bilingualism Clevedon: Multilingual Matter; Baker, K.A. & de Kanter, A.A..,1983, Bilingual Education. Lexington, MA: Lexington, MA: Lexington Books; BENSON, C., 2004, Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education and Bilingualism 7 (2&3), 204-221; Bekishvili, N. (2010) Unexpected Announcement of Dimitry Shashkin, Journal Liberal, Tbilisi, retrieved on May, 15, 2011 from the web-site http://liberali.ge/node/1114; Bilingual Educational Programs Regulations (2010), Ministry of Education and Science of Georgia; Bilingual Education Strategy and Action Plan 2009-2014, (2009) Ministry of Education and Science of Georgia; Bilingual Education-Handbook for Teachers, 2001, LVAVA, Latvia; 302
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Fillmore,L. & Snow, C., 2000, What Elementary Teacher Need to Know About Language. Washington: Center for Applied Linguistics; Grigule, L. (2010), Georgia Minority Education Reform: from Local Initiatives towards State Planned Minority Education Reform. Bilingual Education, Vol 2, pp 31-43; Hornberger, N. & Ricento, T. (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30 (3), 401–428; Lindholm-Leary, K.J., 2005, Review of Research and Best practices on Effective Features of Dual Language Education Programs. http://www.lindholm-leary.com/resources/review_research.pdf; Montecel, M.R. & Cortez J.D., 2002, successful bilingual education programs: Development and the dissemination of criteria to identify promising and exemplary practices in bilingual education at the national level. Bilingual Research Journal 26 (1) , 1-10; National Curriculum of Georgia 2011-2016 (2010), National Curriculum and Assessment Centre, retrived on July 1, 2011 from the web-site http://ncac.ge/index.php?m=854; Perna, L. W. & Swail,W. S. (2000). A view of the landscape: Results of the national survey of outreach programs. In College Board, Outreach program handbook 2001 (pp. xi–xxix). New York: The College Board Perna, L. W., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76 (5), 485-518 SHAW, P., 2003, Leadership in the diverse school. In C. Baker Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matter; SKUTNABB-KANGAS, T., 2000, Linguistic Genocide in Education-or Worldwide Diversity and Human Rights. Mahwah, NJ: Erlbaum; Statistical Data of the Ministry of Education and Science of Georgia (2010), Retrieved on June, 15, 2010 from the web-site: http://mes.gov.ge/index.php?module=text&link_id=141&lang =geo; Teachers Professional Development Programs (2010), Teachers Professional development Centre, retrieved on June, 2010 from the web-site: http://www.tpdc.ge/index.php?page=1-3-7&hl=ge Teachers Professional Standard (2009), Teachers Professional Development Centre, retrieved on June 15 from the web-site: http://www.tpdc.ge/index.php?page=professional-standards&hl=ge Teachers Subject Standards (2009) Teachers Professional Development Centre, retrieved on June 15 from the web-site: http://www.tpdc.ge/index.php?page=1-7-2&hl=ge Tabatadze, S. (2008) Bilingual Educational Policy in Georgia. Journal “Solidaroba”, (23), pp 66-80 Tabatadze, S. (2011) Bilingual Educational Policy in Georgia, Publishing house McGraw-Hill, Penn Plaza, 20th fl. New York, NY 10121, Book “Human Diversity in Education, Integrative Approach, pp 282-284; Tabatadze, S. (2010), : New Initiatives of Education Policy in the Context of Civil Integration, Caucasus Institute for Peace, Democracy and Development, Tbilisi Tabatadze, S. (2008), ‘Education Reform and Non-Georgian Language Schools’, Caucasus Institute for Peace, Democracy and Development, Tbilisi Tabatadze, S. (2010), Intercultural Education in Georgia, ‘Culture Dialogue and Civil Consciousness’ , Caucasus Institute for Peace, Democracy and Development, Tbilisi, pp. 63-86 Tabatadze, S. (2010), Bilingual Education programs in Georgia, What Public Schools Can Choose? Journal Bilingual Education, (1), pp 7-21; Varghese, M. M. (2004). Professional Development for Bilingual Teachers in the United States: A Site for Articulating and Contesting Professional Roles. BILINGUAL EDUCATION AND BILINGUAL- ISM, Vol. 7, No. 2&3, pp. 222-238; 303
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ekaterina protasova helsinkis unive
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