Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?
Keywords:
bilingual education, ethnic minorities, non-Georgian language schools, Georgia
Abstract
This article reviews the educational policy for the integration of society in Georgia. It is an analytical research paper on the current situation of ethnic minority education in Georgia. The problems and opportunities of bilingual education policy are analysed in the article. The content analysis research method was utilised in the study. The author argues that bilingual education is a crucial tool for the integration of Georgian society; however, local control, involvement, and context are crucial in the implementation of a national bilingual educational programme. The changes on the political, institutional and pedagogical levels of bilingual education are necessary for the successful implementation of bilingual education reform.
Downloads
Download data is not yet available.
References
Banks, J. A., Cookson, P., Geneva, G., Hawley W.D., Irvine, … & Stephan G. W. (1983). Diversity Within Unity: Essential Principles for teaching and Learning in a Multicultural Society. Phi Delta Kappan, 83(3), 196–203.
Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matter.
Batelaan, P. (2002). Bilingual education: The case of Latvia from a comparative perspective. Intercultural Education, 3(4), 359–374.
Beardsmore, B. (1995). European models of bilingual education. In O. Garcıґa & C. Baker (Eds.), Policy and practice in bilingual education (pp. 139–151). Clevedon, UK: Multilingual Matters.
Bekerman, Z. (2005). Complex contexts and ideologies: Bilingual education in conflict-ridden areas. Journal of Language Identity and Education, 4(1), 1–20.
Beridze, M. (2013). Interrelationship of bilingual education and social-communication system in Javakheti. International Journal of Multilingual Education, 1(2), 77–92. doi:10.22333/ijme.2013.2007
Constitution of Georgia (1995). Parliament of Georgia. Retrieved from www.parliament.ge
Crawford, J. (2000). At war with diversity. The US language policy in an age of anxiety. Clevedon, UK; Buffalo, NY; Toronto, CA & Sydney: Multilingual matters.
DilÄns, G., & Zepa, B. (2015). Bilingual and multilingual education in the former Soviet Republics. In W. E. Wright, S. Boun, & O. GarcÃa (Eds.), The handbook of bilingual and multilingual education. (pp. 632–644). Malden, MA: Wiley-Blackwell.
Gabunia, K. (2014). Language situation in modern Georgia 2. Caucasian and non-caucasian languages. International Journal of Multilingual Education, 2(2), 1–21. doi:10.22333/ijme.2014.4001
Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
Gorgadze, N. (2016). Rethinking integration policy – Dual ethnic and cultural Identity. International Journal of Multilingual Education, 4(2), 6–31. doi: 10.22333/ijme.2016.8002
Grigule, L. (2009). Shaping the multilingual learning environment: the case of multilingual education pilot project in Georgia. Journal of Teacher Education for Sustainability, 11(1), 50–64.
Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2006). The role of acquisition and learning in young children’s bilingual development: A sociocultural interpretation. International Journal of Bilingual Education and Bilingualism, 9(3), 295–309.
Hogan-Brun, G., & Ramoniene, M. (2004). Changing levels of bilingualism across the Baltic. Bilingual Education and Bilingualism, 7(1), 62–77.
Hornberger, N. (1987). Bilingual education success, policy failure. Language in Society, 16(18), 205–226.
Hornberger, N. (2000). Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility. Anthropology & Education Quarterly, 31(2), 173–201.
Hornberger, N., & Ricento, T. (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30(3), 401–428.
Kļava, G., Kļave, K., & MotivÄne, K. (2010). LatvieÅ¡u valodas prasme un lietojums augstÄkÄs izglÄ«tÄ«bas iestÄdÄ“s: MazÄkumtautÄ«bu izglÄ«tÄ«bas satura reformas rezultÄti [Skills and use of Latvian in higher education institutions: The results of the reform of the content of minority education.] RÄ«ga: LatvieÅ¡u valodas aÄ£entÅ«ra.
Kurbanov, Z. (2007). Interview with Zumrud Kurbanov. Newspaper Ðхо, January 2007. Joyce, B. R., & Showers B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Lenneberg, E. H. (1967). The biological foundations of language. New York, NY: John Wiley and Sons.
Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: McMillan
Mekhuzla, S., & Roche, A. (2009). National minorities and educational reform in Georgia. Flensburg: European Centre for Minority Issues.
Melikidze, M. (2010). Discussions on affirmative action policy in admission system of Georgia. Retrieved from http://tolerantoba.ge/index.php?id=1314971931
Mejia, A., & Tejada, H. (2003). Bilingual curriculum construction and empowerment in Columbia. International Journal of Bilingual Education and Bilingualism, 6(1), 37–51.
Mejia, A. (2004). Bilingual education in Columbia: Towards an integrated perspective. Bilingual Education and Bilingualism, 7(5), 381–397.
Montecel, M. R., & Cortez, J. D. (2002). Successful bilingual education programs: Development and the dissemination of criteria to identify promising and exemplary practices in bilingual education at the national level. Bilingual Research Journal, 26(1), 1–10.
National statistics office of Georgia. (2014). Population census. Tbilisi: GeoStat. Retrieved from http://census.ge/files/results/Census%20Release_GEO.pdf
Nieto, S. (2005). Public education in the twentieth century and beyond: High hopes, broken promises, and an uncertain future. Harvard Educational Review, 75(1), 1–20.
Office of the state minister of Georgia for reconciliation and civil equality (2014). Assessment document on the implementation of the national concept for tolerance and civic Integration and action plan for 2009-2012. Retrieved from http://www.smr.gov.ge/docs/doc329.pdf
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Educational Quarterly, 18(4), 312–334.
Ogbu, J. U. (1991). Immigrant and involuntary minorities in comparative perspective. In J. U. Ogbu & M. A. Gibson (Eds.), Minority status and schooling: A comprehensive study of immigrant and involuntary minorities (pp. 3–33). New York, NY: Garland Publishing.
Parliament of Georgia (2005). Law of Georgia on general education. Retrieved from www.mes.gov.ge
Pavlenko, A. (2008). Multilingualism in post-Soviet countries: Language revival, language removal, and sociolinguistic theory. International Journal of Bilingual Education and Bilingualism, 11(3-4), 275–314.
Perna, L. W., & Swail, W. S. (2000). A view of the landscape: Results of the national survey of outreach programs. In College Board, Outreach program handbook 2001 (pp. xi–xxix). New York, NY: The College Board.
Perna, L. W., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485–518.
Public defenders office of Georgia (2012). Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2010-2011. Retrieved from the http://www.ecmicaucasus.org/upload/cnm/UNDP-Publication-ENG-FINAL.pdf
Public defenders office of Georgia (2013). Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2012. Tbilisi: United Nations Association of Georgia.
Public Defenders Office of Georgia (2014) Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2013. Tbilisi: United Nations Association of Georgia.
Rendón, L., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In C. Turner, A. L. Antonio, M. Garcia, B. V. Laden, A. Nora, & C. L. Presley (Eds.), Racial and ethnic diversity in higher education (2nd ed.), (pp. 584–600). Boston: Pearson Custom Publishing.
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. Tesol Quarterly, 30(3), 401–427.
San Miguel, G. (2003). Contested Policy. The rise and fall federal bilingual education in the United States in 1960-2001. Denton, TX: University of North Texas Press, Denton.
Skutnabb-Kangas, T., & GarcÃa, O. (Eds.). (1995). Multilingualism for all? General principles. Lisse: Swets and Zeitlinger.
Smith-Madox, R. (1998). Defining culture as a dimension of academic achievement: Implications for culturally responsive curriculum, instruction, and assessment. Journal of Negro Education, 67(3), 302–317.
Svanidze, G. (2002). National minorities in Georgia, review. Retrieved from www.minelres.lv.archive.htm
Svanidze, G. (2003). How to protect the state language? Retrieved from www.minelres.lv.archive.htm
Tabatadze, S., & Gorgadze, N. (2014) Intercultural sensitivity of primary school teachers of Georgia. International Journal on Education and Research, 2(6), 281–300.
Tabatadze, S., Gorgadze, N., Gabunia, K., Khomeriki, I., & Tinikashvili, D. (2013) Intercultural education research in primary grades of Georgia. Tbilisi: Centre for Civil Integration and Inter-Ethnic Relations.
Tabatadze, S., & Gorgadze, N. (2015). Minority school teacher’s professional development and career growth; Policy Report. Tbilisi: Centre for Civil Integration and Inter-Ethnic Relations.
Tabatadze, S., & Gorgadze, N. (2017). Affirmative action policy in admissions system of higher education of post-Soviet Georgia. Journal of Applied Research in Higher Education, 9(3), 363–377.
Tabatadze, S, (2010a). Intercultural Education in Georgia. Cultural dialogue and civil consciousness: Religious dimension of the intercultural education (pp. 63–86). Tbilisi: CIPDD Publishing.
Tabatadze, S. (2010b). The Reform of Georgian educational system and non-Georgian schools. Tbilisi: Caucasus Institute for Peace, Democracy, and Development.
Tabatadze, S. (2011). Bilingual educational policy in Georgia. In K. Cushner, A. McClelland, & P. Safford (Eds.), Human diversity in education: An Integrative Approach (pp. 282–284). New York, NY: McGrawHill.
Tabatadze, S. (2015a). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education, 9(4), 248–262.
Tabatadze, S. (2015b). Factors influencing the effectiveness of bilingual educational programs: The prospects of pilot programs in Georgia. Sino-US English Teaching, 12(2), 93–109.
Tabatadze, S. (2015c). Textbooks for minority schools of Georgia. Problems and challenges. International Journal of Multilingual Education, 3(1), 1–12. doi:10.22333/ijme.2015.5001
Tabatadze, S. (2016). Minority education in Georgia: Is it delivering what is expected. Journal of Diaspora, Minority, and Indigenous Education, 11(1), 17–30. doi: 10.1080/15595692.2016.1245658
Trillos, M. (1998). Conclusions. In M. Trillos (Ed.), Educacion Endogena Frente an Educacion Formal. Bogota: Centro Colombiano de Estudios de Lenguas Aborıґgenes.
Wheatly, J. (2005). ECMI Report obstacles impeding the regional integration of the Javakheti Region of Georgia. Retrieved from http://www.ecmi.de/download/working_paper_22.pdf
Van Gennep, A. (1960). The rites of passage. Chicago, IL: University of Chicago Press.
Varghese, M.M. (2000). Bilingual teachers-in-the-making: Advocates, classroom teachers, and transients (Doctoral Dissertation). Philadelphia, PA: University of Pennsylvania.
Varghese, M. M. (2004). Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. Bilingual Education and Bilingualism, 7(2-3), 222–238.
Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matter.
Batelaan, P. (2002). Bilingual education: The case of Latvia from a comparative perspective. Intercultural Education, 3(4), 359–374.
Beardsmore, B. (1995). European models of bilingual education. In O. Garcıґa & C. Baker (Eds.), Policy and practice in bilingual education (pp. 139–151). Clevedon, UK: Multilingual Matters.
Bekerman, Z. (2005). Complex contexts and ideologies: Bilingual education in conflict-ridden areas. Journal of Language Identity and Education, 4(1), 1–20.
Beridze, M. (2013). Interrelationship of bilingual education and social-communication system in Javakheti. International Journal of Multilingual Education, 1(2), 77–92. doi:10.22333/ijme.2013.2007
Constitution of Georgia (1995). Parliament of Georgia. Retrieved from www.parliament.ge
Crawford, J. (2000). At war with diversity. The US language policy in an age of anxiety. Clevedon, UK; Buffalo, NY; Toronto, CA & Sydney: Multilingual matters.
DilÄns, G., & Zepa, B. (2015). Bilingual and multilingual education in the former Soviet Republics. In W. E. Wright, S. Boun, & O. GarcÃa (Eds.), The handbook of bilingual and multilingual education. (pp. 632–644). Malden, MA: Wiley-Blackwell.
Gabunia, K. (2014). Language situation in modern Georgia 2. Caucasian and non-caucasian languages. International Journal of Multilingual Education, 2(2), 1–21. doi:10.22333/ijme.2014.4001
Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
Gorgadze, N. (2016). Rethinking integration policy – Dual ethnic and cultural Identity. International Journal of Multilingual Education, 4(2), 6–31. doi: 10.22333/ijme.2016.8002
Grigule, L. (2009). Shaping the multilingual learning environment: the case of multilingual education pilot project in Georgia. Journal of Teacher Education for Sustainability, 11(1), 50–64.
Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2006). The role of acquisition and learning in young children’s bilingual development: A sociocultural interpretation. International Journal of Bilingual Education and Bilingualism, 9(3), 295–309.
Hogan-Brun, G., & Ramoniene, M. (2004). Changing levels of bilingualism across the Baltic. Bilingual Education and Bilingualism, 7(1), 62–77.
Hornberger, N. (1987). Bilingual education success, policy failure. Language in Society, 16(18), 205–226.
Hornberger, N. (2000). Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility. Anthropology & Education Quarterly, 31(2), 173–201.
Hornberger, N., & Ricento, T. (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30(3), 401–428.
Kļava, G., Kļave, K., & MotivÄne, K. (2010). LatvieÅ¡u valodas prasme un lietojums augstÄkÄs izglÄ«tÄ«bas iestÄdÄ“s: MazÄkumtautÄ«bu izglÄ«tÄ«bas satura reformas rezultÄti [Skills and use of Latvian in higher education institutions: The results of the reform of the content of minority education.] RÄ«ga: LatvieÅ¡u valodas aÄ£entÅ«ra.
Kurbanov, Z. (2007). Interview with Zumrud Kurbanov. Newspaper Ðхо, January 2007. Joyce, B. R., & Showers B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Lenneberg, E. H. (1967). The biological foundations of language. New York, NY: John Wiley and Sons.
Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: McMillan
Mekhuzla, S., & Roche, A. (2009). National minorities and educational reform in Georgia. Flensburg: European Centre for Minority Issues.
Melikidze, M. (2010). Discussions on affirmative action policy in admission system of Georgia. Retrieved from http://tolerantoba.ge/index.php?id=1314971931
Mejia, A., & Tejada, H. (2003). Bilingual curriculum construction and empowerment in Columbia. International Journal of Bilingual Education and Bilingualism, 6(1), 37–51.
Mejia, A. (2004). Bilingual education in Columbia: Towards an integrated perspective. Bilingual Education and Bilingualism, 7(5), 381–397.
Montecel, M. R., & Cortez, J. D. (2002). Successful bilingual education programs: Development and the dissemination of criteria to identify promising and exemplary practices in bilingual education at the national level. Bilingual Research Journal, 26(1), 1–10.
National statistics office of Georgia. (2014). Population census. Tbilisi: GeoStat. Retrieved from http://census.ge/files/results/Census%20Release_GEO.pdf
Nieto, S. (2005). Public education in the twentieth century and beyond: High hopes, broken promises, and an uncertain future. Harvard Educational Review, 75(1), 1–20.
Office of the state minister of Georgia for reconciliation and civil equality (2014). Assessment document on the implementation of the national concept for tolerance and civic Integration and action plan for 2009-2012. Retrieved from http://www.smr.gov.ge/docs/doc329.pdf
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Educational Quarterly, 18(4), 312–334.
Ogbu, J. U. (1991). Immigrant and involuntary minorities in comparative perspective. In J. U. Ogbu & M. A. Gibson (Eds.), Minority status and schooling: A comprehensive study of immigrant and involuntary minorities (pp. 3–33). New York, NY: Garland Publishing.
Parliament of Georgia (2005). Law of Georgia on general education. Retrieved from www.mes.gov.ge
Pavlenko, A. (2008). Multilingualism in post-Soviet countries: Language revival, language removal, and sociolinguistic theory. International Journal of Bilingual Education and Bilingualism, 11(3-4), 275–314.
Perna, L. W., & Swail, W. S. (2000). A view of the landscape: Results of the national survey of outreach programs. In College Board, Outreach program handbook 2001 (pp. xi–xxix). New York, NY: The College Board.
Perna, L. W., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485–518.
Public defenders office of Georgia (2012). Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2010-2011. Retrieved from the http://www.ecmicaucasus.org/upload/cnm/UNDP-Publication-ENG-FINAL.pdf
Public defenders office of Georgia (2013). Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2012. Tbilisi: United Nations Association of Georgia.
Public Defenders Office of Georgia (2014) Monitoring results of the implementation of the National Concept and Action Plan on Tolerance and Civil Integration in 2013. Tbilisi: United Nations Association of Georgia.
Rendón, L., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In C. Turner, A. L. Antonio, M. Garcia, B. V. Laden, A. Nora, & C. L. Presley (Eds.), Racial and ethnic diversity in higher education (2nd ed.), (pp. 584–600). Boston: Pearson Custom Publishing.
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. Tesol Quarterly, 30(3), 401–427.
San Miguel, G. (2003). Contested Policy. The rise and fall federal bilingual education in the United States in 1960-2001. Denton, TX: University of North Texas Press, Denton.
Skutnabb-Kangas, T., & GarcÃa, O. (Eds.). (1995). Multilingualism for all? General principles. Lisse: Swets and Zeitlinger.
Smith-Madox, R. (1998). Defining culture as a dimension of academic achievement: Implications for culturally responsive curriculum, instruction, and assessment. Journal of Negro Education, 67(3), 302–317.
Svanidze, G. (2002). National minorities in Georgia, review. Retrieved from www.minelres.lv.archive.htm
Svanidze, G. (2003). How to protect the state language? Retrieved from www.minelres.lv.archive.htm
Tabatadze, S., & Gorgadze, N. (2014) Intercultural sensitivity of primary school teachers of Georgia. International Journal on Education and Research, 2(6), 281–300.
Tabatadze, S., Gorgadze, N., Gabunia, K., Khomeriki, I., & Tinikashvili, D. (2013) Intercultural education research in primary grades of Georgia. Tbilisi: Centre for Civil Integration and Inter-Ethnic Relations.
Tabatadze, S., & Gorgadze, N. (2015). Minority school teacher’s professional development and career growth; Policy Report. Tbilisi: Centre for Civil Integration and Inter-Ethnic Relations.
Tabatadze, S., & Gorgadze, N. (2017). Affirmative action policy in admissions system of higher education of post-Soviet Georgia. Journal of Applied Research in Higher Education, 9(3), 363–377.
Tabatadze, S, (2010a). Intercultural Education in Georgia. Cultural dialogue and civil consciousness: Religious dimension of the intercultural education (pp. 63–86). Tbilisi: CIPDD Publishing.
Tabatadze, S. (2010b). The Reform of Georgian educational system and non-Georgian schools. Tbilisi: Caucasus Institute for Peace, Democracy, and Development.
Tabatadze, S. (2011). Bilingual educational policy in Georgia. In K. Cushner, A. McClelland, & P. Safford (Eds.), Human diversity in education: An Integrative Approach (pp. 282–284). New York, NY: McGrawHill.
Tabatadze, S. (2015a). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education, 9(4), 248–262.
Tabatadze, S. (2015b). Factors influencing the effectiveness of bilingual educational programs: The prospects of pilot programs in Georgia. Sino-US English Teaching, 12(2), 93–109.
Tabatadze, S. (2015c). Textbooks for minority schools of Georgia. Problems and challenges. International Journal of Multilingual Education, 3(1), 1–12. doi:10.22333/ijme.2015.5001
Tabatadze, S. (2016). Minority education in Georgia: Is it delivering what is expected. Journal of Diaspora, Minority, and Indigenous Education, 11(1), 17–30. doi: 10.1080/15595692.2016.1245658
Trillos, M. (1998). Conclusions. In M. Trillos (Ed.), Educacion Endogena Frente an Educacion Formal. Bogota: Centro Colombiano de Estudios de Lenguas Aborıґgenes.
Wheatly, J. (2005). ECMI Report obstacles impeding the regional integration of the Javakheti Region of Georgia. Retrieved from http://www.ecmi.de/download/working_paper_22.pdf
Van Gennep, A. (1960). The rites of passage. Chicago, IL: University of Chicago Press.
Varghese, M.M. (2000). Bilingual teachers-in-the-making: Advocates, classroom teachers, and transients (Doctoral Dissertation). Philadelphia, PA: University of Pennsylvania.
Varghese, M. M. (2004). Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. Bilingual Education and Bilingualism, 7(2-3), 222–238.
Published
2019-03-25
How to Cite
Tabatadze, S. (2019). Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?. Center for Educational Policy Studies Journal, 9(1), 61-82. https://doi.org/10.26529/cepsj.660
Section
VARIA
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
