Factors Influencing the Effectiveness of Bilingual Educational Programs: The Prospects of Pilot Programs in Georgia

Tabatadze, Shalva

doi:10.17265/1539-8072/2015.02.003

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…At the same time, 90% of the principals indicated that they had participated in the training related to bilingual education. This evidence once again suggests that school principals have no readiness for the implementation of the bilingual programmes despite certain professional development opportunities (Tabatadze, 2015b).…”

Section: Qualification Of School Principalsmentioning

confidence: 97%

“…At the institution level, there are three essential components for the effective implementation of bilingual education: (1) school, (2), community, and (3) parental involvement in the process of both designing and implementing of the reform (Tabatadze, 2015b). The first component is school involvement in the implementation of bilingual educational policy.…”

Section: Bilingual Education On the Institutional Levelmentioning

confidence: 99%

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Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Tabatadze¹

2019

CEPSj

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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.

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Section: Qualification Of School Principalsmentioning

confidence: 97%

Section: Bilingual Education On the Institutional Levelmentioning

confidence: 99%

Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Tabatadze¹

2019

CEPSj

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“…Unfortunately, due to a lack of teachers, it is no longer possible to replace retired or deceased teachers. This has been found as a major problem in many studies (Mekhuzla & Roche 2009, Tabatadze 2015, Tabatadze 2019, Report on the Implementation 2021, Gabunia 2021).…”

Section: B) Qualifications and Age Of Teachersmentioning

confidence: 99%

Ways and needs of transition from monolingual to multilingual teaching model in the Georgian education system

Gabunia¹,

Gochitashvili²,

Shabashvili³

2022

ERL Journal

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In the contemporary field of education, instituting a multilinguistic education model is one of the prioritized aims for any multilingual and multiethnic society. Among these is Georgia, a diverse country in terms of ethnicity and language, where minorities cannot fully integrate in political, economic, social, and cultural life due to gaps in their knowledge of the national language. The state has taken important steps and carried out several events and programs since 2005 to address this issue. Local and international organizations are active collaborators in this process; yet, according to recent studies, the language competency level of minority groups remains as an ongoing challenge. Currently, monolingual schools where the language is not Georgian are transitioning into bilingual institutions. This process involves a myriad of obstacles that are connected to human, material, and educational resources, as well as teaching methods and the level of involvement on behalf of minorities. The paper describes and analyzes the current situation from 2005 to the present day, identifies strong and weak points of the multilingual education model, and offers specific recommendations that will contribute to its effective implementation. First, it is necessary to formulate a specific strategy and an institutional vision, which will consider both international experience and existing research and local data. It is also vital to train teachers and conduct targeted training programs. In addition, it is essential to develop effective learning resources, work closely with school administration and teachers and the local community, and collaborate with media platforms to raise public awareness and disseminate information. Most importantly, the CLIL approach must be implemented. This study is based on a qualitative research method that aims to present descriptive data. The data collection techniques used in the given study are as follows: observation, documentation, and processing of primary and secondary sources to identify general trends.

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“…Other examples of single-language instruction include 79 Azerbaijanian language schools and 117 Armenian-language schools. These schools prepare monolingual graduates who are fluent only in their mother tongue (Tabatadze, 2015;Tabatadze, 2019).…”

Section: Bilingual Education Approaches In Georgiamentioning

confidence: 99%

Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

Tabatadze¹

2021

IJME

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This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research questions. The findings reveal that the planned and implemented curricula differ considerably. The translanguaging approach is more emergent instruction rather than a well-planned and organized process. Second, teachers use translanguaging in scaffolding to support students and explain new teaching materials to be comprehensible. Third, translanguaging makes the instruction more student-centred. when switching to translanguaging, students become more active and more actively engaged in the learning process Fourth, translanguaging in the Georgian separated CLIL model is a more spontaneous strategy derived from classroom dynamics than planned to support learners’ linguistic repertoire. Accordingly, it can be characterized as one of the pedagogical practice of translanguaging, codeswitching, rather than translanguaging itself. Finally, translanguaging is an instrument for teachers’ empowerment

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Factors Influencing the Effectiveness of Bilingual Educational Programs: The Prospects of Pilot Programs in Georgia

Cited by 5 publications

References 8 publications

Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?

Ways and needs of transition from monolingual to multilingual teaching model in the Georgian education system

Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

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