Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
In “Soviet epoch” studying of Georgian language and literature in Russian language schools was going
unilaterally, spontaneously, mainly in submission of language, parallel to relatively sequence of language
study. The selection of texts and particularly fiction texts was not purposefully, it was often unsystematically
with artificial parallelization of native literature programs in Georgian general education school. Beyond
learning Georgian text was staying its fiction and ideological values (or vice versa underlined only ideological
one) also traditions of language, nation.
The mentioned process becomes relatively systematically in non Georgian language schools of independent
Georgia, especially in the last years, in period of school reforms. But there it also gets more often by
“means” of Russian language and literature to different nationality people without tradition of Georgia and
non Georgian language nationalities living there, cognition of ethnical reality what is especially difficult secondary
education different nation people’s normal living, employment or simply integration. Exactly in 90s
(1990-1991) years of XX century, with initiative of governor of that time Omar Chubinidze by agreement
with the director of Gori Musical Institution Sandro Kacharava was decided to create Georgian language
learning circle. Then, due to state policy, it had already been clear and necessary for persons living in Georgia
and had to work in Russian language in different institutions to receive knowledge of writing and reading in
Georgian language. That’s why the statement was made and according to it we were inviting for study all ages
and professions persons interested in learning Georgian language twice in a week. Gathered about twenty different
age and profession people among them several were members of one family (mother, child, and grandchild)
who began the learning process with great interest. Parallel to study of writing and reading there also
was going conversations about Georgian culture, important episodes of Georgian history, Georgian literature.
After studying writing and reading we began working on the descriptive and narrative texts. Especially effective
was descriptive type of texts and proverbs-aphorisms. Then the listeners at first time saw wisdom of nation,
dependence towards beauty and work which was quite strange for them during years. The same courses
were opened and being functioned during two years in Gori Cotton Industrial Unification which was known
with multinational collective at that time. Two years later working of the courses was stopped because of the
current political events in the country.
During years thinking, discussing, learning-sharing of foreign experience about the mentioned problems,
especially bilingualism and generally on the issues of education policy was followed by the first science
conference organized by TSU humanitarian faculty and “Center for Civil Integration and Inter-ethnic Relations”
on December of 2008 in which materials national language teaching issues in educational sphere of
Georgia determined distinctly. “The lingual politic is an important issue of State politic. In many cases the
State lingual politic is directly connected to State economy politic. Even in Georgia reality the lingual politic
is one of the important for strategic development of country and, correspondingly requires complex and unite
approach“, _ is said in the introduction of one of the report (materials of conference, 2008. p. 3). In these materials
distinctly appeared the necessary three-part context for the beginning of multi-lingual education (which
became the component part of Georgia educational reform): 1. Political, 2. Legislative, 3. Theoretical. The
main features of multi-lingual education politic were determined (accommodation and demographic situation,
Soviet heritage and the collapse of Soviet Union, educational reform). Here with emphasize mentioned that to
settle the problem of Georgian language, as a second language “it should be done more strategic measures for
giving equal education rights to the students of ethnic minority in accordance of majority” (p.5). In this case
the main issue became the multi-lingual education or teaching several subjects by means of Georgian Language
in this situation it will become the optimal way of problem settlement.
Due to legislative context “ Georgian legislative emphasizes the importance of national language in
State administer spheres and herewith, creates the guarantees for the protection of the rights of ethnic minorities
among the right of getting education at national language (p.6).
On the mentioned conference was expressed the importance from the ways of improving the entering
liabilities in highest institutions for the ethnic minorities: “for the system creation based on the Merit of Georgian
and foreign language test will be advantage to enter the entrants in the higher institutions only the base of
ability tests” (Tabatadze, 2008, p. 19) after that the realization of national language teaching as a second language.
Naturally, here the great importance is given to use the standards and recommendations created in EU
council, which main project is “European Lingual Portfolio”. With the announcement of this project coordina-
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