Multilingual Education Reforms in Georgia in the Post-Soviet Period: Discourses of Ethnic Minority Integration

Autor/in	Wigglesworth-Baker, Teresa
Titel	Multilingual Education Reforms in Georgia in the Post-Soviet Period: Discourses of Ethnic Minority Integration
Quelle	In: Language Policy, 17 (2018) 3, S.285-306 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-016-9426-y
Schlagwörter	Multilingualism; Educational Change; Language Attitudes; Social Integration; Social Change; Ethnic Groups; Language Minorities; Second Language Learning; Languages; Foreign Countries; Language Usage; Language Skill Attrition; Language of Instruction; Learning Motivation; Social Media; Information Technology; Employment Opportunities; Language Proficiency; Minority Group Teachers; Georgia Republic + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bildungsreform; Sprachverhalten; Soziale Integration; Sozialer Wandel; Ethnie; Sprachminderheit; Zweitsprachenerwerb; Language; Sprache; Ausland; Sprachgebrauch; Sprachverfall; Teaching language; Unterrichtssprache; Motivation for studies; Lernmotivation; Soziale Medien; Informationstechnologie; Berufschance; Beschäftigungschance; Language skill; Language skills; Sprachkompetenz
Abstract	This research analyses how effective multilingual educational reforms (MLE) have been in post-Soviet Georgia in helping ethnic minorities to learn Georgian as a second language in order to integrate into Georgian society. It also examines the language ideologies at play within the interactive dynamics of top-down and bottom-up discourses. This research used qualitative methods of analysis and the data was collected in February and March 2015. The research revealed that MLE processes in Georgia at the current time have not been effective in bridging the language gap for ethnic minorities due to the low proficiency of the Georgian language among ethnic minority teachers. Furthermore, MLE reforms have produced ideologies of exclusion rather than inclusion and the research has revealed a social hierarchy of languages (Weber in Multilingualism, education and change, Peter Lang, Frankfurt, 2009) is prevalent within Georgian society and in all spheres of language use. However, at the grass-roots level the research discovered that language shift is happening as a natural process externally to multilingual education processes among ethnic minorities in Georgia. This has been attributed to an increase in the motivation of ethnic minority populations to improve their economic opportunities within Georgian society though the use of social media and information technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01