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REFERENCES saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Lado R.,(1957) Linguistics Across Cultures. Ann Arbor: The University of Michigan Press O’Neill, M., & Casanovas, C., (1994): False Friends: A Historical Perspective and Present Implications for Lexical Acquisition. Vol.: 8. Retrieved January 22nd, 2010 Rufus, H. Gouws, Prinsloo, D.J. & De Shryver, G. M. (2004). Friends will be Friends – True or False. Lexicographic Approaches to the Treatment of False Friends. Retrieved March 25,2009 Акуленко В.В О Ложных друзьях переводчика.изд. Советская энцыклопедия. Моссква, 1979. R.Будагов Р.А. Ложные друзья переводчика //Человек и его язык. - Моссква., 1976. Dictionaries Skeat. W. Concise Dictionary of English Etymology. Wordsworth Reference, 1993 Fowler H. The Concise Oxford Dictionary, Clarendon Press, 1960 M. Chabashvili, 1989 - ჭაბაშვილი მ. უცხო სიტყვათა ლექსიკონი. გამომცემლობა „ განათლება “ თბილისი, 1989 Z. Tezelashvili, 2007 - თეზელაშვილი ზ. უცხო სიტყვათა ლექსიკონი გამომცემლობა „ მერიდიანი “ თბილისი, 2007 379
Tamar Gogoladze, Marika Sherazadishvili Gori Teaching University, Gori, Georgia saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges From the practical experience of teaching Georgian, as a secondary language ABSTRACT Study issues of official language for states which are populated with uniform ethnos are quite different from such kind of states educational policy where we are met different ethnic groups next to the main population , which have own language, culture and traditions. It was not problem for Georgian historically during centuries, rather than XIX century, when in the independence lost country by means of “language policy” of Empire became mandatory dominant of the third language (Russian language) at first on institutional and then on necessary educational level. Afterward for Georgian which was part of Soviet Union this problem became very acute what caused as for Georgian people as different ethnic minority living in our country implementation of Russian assimiliationist educational policy. From 1990-1991 years by means of state policy of independent Georgia was created Georgian language circle with Gori Musical Institution for non Georgian language population, which existed for a year and gave us interesting results and practical experience. The first scientific conference of 2008 year (learning issues of the official language in educational space of Georgia) the further active activities received face of struggle for implementation of theoretical and practical principles of bilingual education in Georgia with active supply of the “Center for Civil Integration and Interethnic Relations”, TSU humanitarian science faculty and Ministry of Education of Georgia. Since academic year 2010-2011, we have been involved in studying process of Georgian, as a secondary language, and tried to present its practical moments in this work. Study issues of official language for states which are populated with uniform ethnos are quite different from such kind of states educational policy where we are met different ethnic groups next to the main population , which have own language, culture and traditions. This problem was actually for Georgia during centuries. Georgia often was depend on influence-supremacy or partiality of the neighbor countries and was loyal towards ethnic groups, separate families or people residence on its territory. For example, Persian or Turkish settled on the territory of Georgia and could simply communicate (often for lifelong) by means of several words or distorted phrases, expressions and professional or other vocabulary which was necessary only for communication. Dominant of Georgia as official language was connected to its religion, as far as worship in Georgian churches was conducted in Georgian language: “Kartli is considered as strong country, where worship is conducted in Georgian language and “Kvirieleison” is told in Greek language.” (Merchule, 1999, 62). At that time Georgian themselves mainly knew several languages beside Georgian language rather than XIX century (for example: poet, General Aleksandre Chavchavadze knew Turkish, Persian, Russian and French languages). So usage of Georgian language as official language had not been problem in our country until XIX century when we lost independence and when due to assimiliationist “language policy” of Empire, country with its representatives of ethnical minority had to recognize dominant of the third language (Russian language) at first on institutional and then on educational level. This process got more difficult in so called “Soviet epoch”, when for any citizen of all ethnical groups or nationalities learning Georgian language meant trilingual (besides Native and Russian). There also was continuing reiteration-reinforcement of made mistakes. Non Georgian language persons were settled, began working, got married, multiplied and exactly by the means of “barrier of language” they were getting near the Georgian universe, Georgian existence and culture. Not uncommon this process was also become aggressive. Non Georgian language population mainly expressed anger, indignation, joy, in Russian language what on their opinion was understandable for Georgian people known this language. This process itself, parallel to alienation with Georgian universe, caused alienation with own Native language and culture, any simple text (poster, statement) in Georgian language was strange and unclear for them. 380
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Plurilingualism and plurilingual co
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REFERENCES saxelmwifo enis swavlebi
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Irine Shubitidze CCIIR, Tbilisi, Ge
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Shalva Tabatadze Ivane Javakhishvil
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