Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
CONTENT
Ekaterina Protassova - Multilingual Education in Finland (with a special focus on the Russian
language) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Beatrice Schulter - Multilingual Education and the Rights of the Child . . . . . . . . . . . . . . . . . . 238
Katri Raik - Content and Language Integrated Learning: Prospects for Bilingual School
in Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Zenta Anspoka, Dace Dalbina, Vineta Vaivade - Minority students in the Latvian schools: some
problems and solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Ligita Grigule - Problems and Challenges of Teaching State Language in the Implementation Process
of Multilingual Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Karina Brikmane, Laima Geikina, Aspects of General Education Evaluation in the Minority Schools
of Latvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Apollon Silagadze, Nino Ejibadze - Arabic (Egyptian) Bilingualism and the Problem
of Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Irine Shubitidze - Bilingual Education for Ethnical Minorities in Georgia . . . . . . . . . . . . . . . . . 279
Natela Imedadze, Marine Japaridze - Bilingualism Model in Mastering Georgian as a Second language.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Shalva Tabatadze - The Factors inFluencing the Effectiveness of Bilingual Educational Programs; the
Prospects of Pilot Bilingual Educational Programs in Georgia . . . . . . . . . . . . . . . . . . . . 289
Khatuna Beridze - Preconditions of Teaching GLL Students . . . . . . . . . . . . . . . . . . . . . . . . 305
Makvala Kharshiladze, Tamar Kerdzaia, Nana Berekashvili - State Language and Integration
Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Zaal Kikvidze, Irine Chachanidze - Modelling of Language Situations by Means of Manipulating
with Terms and Notions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
Sophie Mujiri - The Problems of Adjusting linguistic competences to the levels of the European
Framework of Reference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Ugur Demiray, Ilknur ISTIFCI – Role and Function of Meta Communication Cobcept as nonverbal
Communication for Teaching English as a Foreign Language . . . . . . . . . . . . . . . . . . . . 326
Natia Gorgadze - Strategies of language learning and analysis of its actuality in case of Georgian, as
the way of improvement the second language learning. . . . . . . . . . . . . . . . . . . . . . . . 340
Tamar Chanturia, Eka Kvirkvelia - Thinking Aloud - The Strategy of Rearing an
Effective Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Ketevan Gochitashvili - Integration of the Cultural Component in The Elearning
Language Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Tinatin Kiguradze - Methodological Analysis of Contemporary Textbooks of Georgian as Second
Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Naira Bepieva - Comparative Grammar in the Discourse of Bilingual Teaching (on the example of
Georgian and Ossetian languages) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Natia Natsvlishvili, Paata Papava - Assisting Second Language Learners to Comprehend Informational
Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Zeinab Gvarishvili - Issue of Georgian-English False friends in Second Language Acquisition. . . . . 375
Tamar Gogoladze, Marika Sherazadishvili - From the practical experience of teaching Georgian, as
a secondary language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Nino Popiashvili - Linguistic Mixing and Some Aspects of Teaching Georgian Language. . . . . . . . 384
Rusudan Saginadze, Harun Chimke - Expression of -ze and -shi Propositions in Georgian and Its
Counterparts in Turkish Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Inga Sanikidze - On Functional Alteration of “[Imitom]” (because) Correlate in Modern Georgian. . . 390
Ramaz Kurdadze - Towards the Common Rule of Forming one Type of Derivatives in the Georgian
and English Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Rusudan Zekalashvili - Classification of Georgian Verbs in German Language Textbooks. . . . . . . 401
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