Approaches to Language Education and Schooling in Post-Conflict Phase in Georgian Context

Autor/in	Tabatadze, Shalva
Titel	Approaches to Language Education and Schooling in Post-Conflict Phase in Georgian Context
Quelle	In: International Journal of Language Education, 6 (2022) 4, S.341-355 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Second Language Learning; Second Language Instruction; Ethnic Groups; Native Language Instruction; Social Change; Foreign Policy; Language of Instruction; Educational Policy; Russian; Language Attitudes; Language Minorities; Power Structure; Foreign Countries; Conflict; Geographic Regions; War; Educational History; Languages; Indo European Languages; Multilingualism; Declining Enrollment; Elementary Secondary Education; Georgia; USSR + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnie; Native language education; Muttersprachlicher Unterricht; Sozialer Wandel; Außenpolitik; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Russisch; Sprachverhalten; Sprachminderheit; Ausland; Konflikt; Krieg; History of education; Bildungsgeschichte; Language; Sprache; Indoeuropäisch; Mehrsprachigkeit; Multilingualismus
Abstract	Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union, and how Russian occupation changed it? (2) How well is the ethnic composition of the occupied territory of Abkhazia reflected in language schooling? (3) What type of language education policy is used in Abkhazia? The research revealed that the opportunity for mother-tongue education is restricted for minority as well as majority ethnic groups in Abkhazia. Based on this finding, a new language education policy approach emerged. The language education policy in de facto Abkhazia is classified as an "Invasional Approach, " implying Russian language domination. All other languages, including the language of the majority ethnic group, are ignored. Based on this finding, the new language education policy framework is identified, including Reconciliational, Oppressional, and Invasional approaches. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01