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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.
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