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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges der the colonial oppression, what made foundation of the Bank of Nobility by Ilia Chavchavadze and Ivane Machabeli a matter of vital political expediency. It was hard to disregard Georgian language anymore and the end of the century witnessed gradual back translation of the Georgian elite. Literary translation contributed immensely to the development of the new literary traditions, classicism, romanticism, and canons in Georgia, canonization of the new Georgian language, enrichment with neologisms and occasional word-building. Translated literature is viewed as a part of national culture in the West, hence it is respected and integrated in the curricula of the student with English as the first or the second languages (ELL). Teaching English to ELL Students in the USA Since the USA has the richest experience of all the states in regards of the bilingualism and biculturalism, the experience it offers is seen valuable at the earlier stage of introduction NEP for the GLL students. The statistics of the US offers impressive figures with 6 million individuals with Spanish as the first language, 1.3 million of them only in the state of California among 1, 56 of English language learners (ELL). The modern Western practice of the language teaching attests that teaching English is integrated with the teaching of culture, intertwining literatures (both national and translated), composition, world studies for the high school grade students. The students can enroll in the advance placement preparation groups or in general classes. The selection is made on the basis of the preliminary tests, taken prior to enrolment. This option makes both teaching and comprehension processes less strenuous for the ELL with differences of the language skills. The priorities set out in teaching English as the second language are deemed valuable for Georgia as well, as long as it emphasizes on the individual approach to students. The education of students whose dominant language is not English and/or are English language learners, is the responsibility of every school district/charter school in the Commonwealth. Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires that the school district/charter school provide a program for every student who is limited English proficient (LEP) or an English language learner (ELL). The regulation states: "Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction." We use the experience of the high school at Urbana Champagne, Il, to demonstrate the integrity of approach to teaching ESL (English second language) and flexibility of adjustment programs to the ELL levels (http://www.usd116.org/uhs/guidance/courses.html) 2 semesters of Composition 9 (9 th ) 2 semesters of World Studies –English (10 th ) 2 semesters of American Studies –English (11 th ) 2 semesters of English (12 th ) Chart of ELL Placement and Programs (viz. http://www.usd116.org/uhs/guidance/CourseGuide10-11.pdf) 9 10 11 12 *AP Prep Composition 9 *AP Prep World Studies *AP Prep Studies American *AP Literature & Composition One year, two credits One year, two credits One year, two credits This course is designed to This course is designed One year, two credits This highly rigorous course is help students prepare for the to help students prepare This course is designed appropriate for seniors who read demands and rigor of senior for the demands and ri- to help students prepare and write significantly above Advanced Placement Literagor of senior Advanced for the demands and grade level. The text is ture Placement Literature rigor of senior Ad- Literature: An Introduction to and Composition. The and Composition. This vanced Placement Lit- Fiction, Poetry, and Drama by course is designed for high- course is designed for erature X.J. Kennedy, a text used in colly motivated and exemplary more mature and inde- and Composition. It leges. Longer works studied freshmen who read signifipendent sophomores who provides an advanced include King Lear, Love Medicantly above read and write signifi- and rigorous approach cine, Beloved, The Things They grade level, and who have cantly that is taught in coordi- Carried, All the King’s Men, 307
mastered five paragraph expository compositions. This is a writing intensive course that provides advanced instruction in persuasion and exposition while giving the students a foundation in conventions and research skills. The primary text is The Prentice Hall Reader. Composition 9 One year, two credits This course is required of all 9th grade students not taking *AP Prep Composition 9. It is a writing intensive course that provides specific instruction in a variety of persuasive and expository modes while giving the students a foundation in conventions and research skills. Specific attention will be given to reading strategies and paragraph and essay structure. saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges above grade level. Students are expected to devote significant time outside of class to meet course requirements and expectations. The course will be taught in coordination with *AP Prep World Studies Social Studies. The primary text is World Literature by Holt, Rinehart, and Winston. Supplemental works include, Things Fall Apart, Almost a Woman, Night, and One Day in the Life of Ivan Denisovich. This is a writing intensive course that includes instruction in expository, persuasive, and literary analysis papers in addition to research projects. World Studies One year, two credits This course is required for all sophomores not taking *AP Prep World Studies English. The course will be taught in coordination with World Studies Social Studies. This is a writing intensive course that will build on the skills developed in Composition 9. Specific instruction will be given in a variety of persuasive and expository modes, grammar, and research skills. The class will also utilize a variety of reading strategies to better understand some of the social issues of various cultures throughout the world. nation with *AP Prep American Studies Social Studies. The primary text will be Elements of Literature: Literature of the United States with Literature from the Americans. American Studies One year, two credits This course is required of all juniors not taking *AP Prep American Studies English. The course will be taught in coordination with American Studies Social Studies. The primary text will be Elements of Literature: Literature of the United States with Literature from the Americans. 308 White Noise, and Four Plays by Ibsen. Reading and writing assignments are similar to those which can be expected in college English courses, including a required second semester research paper and oral presentation of that research. Taking this class can prepare the student to take the Advanced Placement Exam in May. Scoring well on that exam can result in up to 6 hours of college credit in Rhetoric or English. Literature & Composition One year, two credits This course provides a rigorous thematic approach to longer works through literary analysis. Primary texts include works such as Othello, Hamlet, The Metamorphosis, Unsettling America, Native Son, Their Eyes Were Watching God, Catch 22, Siddhartha, The Poisonwood Bible, and One Flew Over the Cuckoo’s Nest. The focus of composition is impromptu, exposition, and persuasion incorporating critical secondary sources. British Literature One year, two credits This survey course will provide students with a background in British Literature from Old English through the twentieth century. Its assessment focus is on the development of student exposition and analysis and on preparing students for college level coursework. An array of larger works may be used in the course including Hamlet, Macbeth, Heart of
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ekaterina protasova helsinkis unive
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usuli enis magaliTi saxelmwifo enis
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imersia saxelmwifo enis swavlebis s
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TinaTin kiRuraZe ilias saxelmwifo u
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a. passionate b. Pathetic c. enthus
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Ekaterina Protassova University of
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Dace Dalbina, Vineta Vaivade Latvia
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Tinatin Kiguradze Ilia State Univer
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REFERENCES saxelmwifo enis swavlebi
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