Some Important Factors Hindering the Civic Integration of Ethnic Minorities

The purpose of this article is to compile and group the list of problems that hinder the integration of ethnic minorities in the political, economic and cultural life of the country, based on research conducted by various organizations over the past 10 yearს. According to these studies, the main problem is, on the one hand, the language barrier and, on the other hand, ethnic-nationalist tendencies and stereotypes. These national mythologies and notions play one of the crucial roles in the formation of national self-identification. Ethno-nationalist tendencies are strong both in minorities and in ethnic Georgians. There are several factors behind the emergence of the ethnonationalism in Georgia First of all, it is the legacy of Soviet totalitarianism, as well as the result of the current socio-political situation. Understanding these two factors will give us a better answer as to why ethnic-nationalist sentiments are still prevailing in Georgia and why the integration of the ethnic minorities is hindered, despite being repeatedly declared by the state. The language barrier of ethnic minorities is also an important problem in the process of integration into society. The education system should make the knowledge of the state language accessible to ethnic minorities and, at the same time, ensure the protection of minority languages. To do this, the state must maximize and encourage local staff; The general system of education should ensure the upbringing of the citizen of the country and not put any group (even the majority) in an advantageous situation. show the advantage of any (even the majority) group.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

Rethinking Language Education policy in the Context of Multilingual/ Multicultural English

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

Narrative as a method of studying the speech characteristics of bilingual children (On the example of Georgian bilingual and Greek monolingual juniors)

The present article: ″Narrative as a method of studying the speech characteristics of bilingual children (On the example of Georgian bilingual and Greek monolingual juniors)″ aims to study the nature of narrative and to establish narrative skills in school; also the purpose of the study is to define the importance of narrative as an effective method of research. The first part of the paper presents a brief overview of the theoretical material around the narrative. The second part of the article is based on empirical material. In particular, it is based on the analysis and results of my research which I have conducted at the National and Kapodistrian University of Athens (Greece). The article presents a study of children's narratives and a comparison of narratives during bilingualism; In particular, the use of narrative-based research method in the case of Georgian bilinguals and Greek monolinguals, the use of which is quite common in the modern field of psycholinguistics.

Teaching Strategies of Georgian Colloquials and their integration in Georgian as SL Class

In the process of learning a foreign/second language, students should learn spoken/colloquial language in addition to formal language. This is important for successful communication in a reallife situation. Spoken/informal language occupies a significant part of everyday communication. Moreover, colloquial language and face to face interaction represent the essential aspects in both learning and teaching process and plays an important role in terms of linguistic and cognitive development of learner (Hinkel, 2006). According to Engkent, students “are wellequipped if they can handle a basic formal! informal distinction and understand the principles of register use” (Engkent; 1986). Georgian as a second language teaching resource does not include materials discussing this part of the language. As a result, language learners do not have the appropriate skills and knowledge to select the correct forms and expressions, taking into account the quality of language formality and the actual communication situation, speaking, as well as obstacles in understanding the information received in everyday speech, which also requires specific knowledge. The aim of the article is to study the situation in Georgian higher education, to identify the level of students' knowledge and learning activities and approaches, and to develop relevant recommendationsto address the above-mentioned problem. The research was conducted on the basis of Georgian higher education institutions, foreign students who speak Georgian as a foreign language took part in the research. Finally, 35 students of different nationalities participated in the study. The paper is mainly based on qualitative research. In addition, the interview method was used in the study; informants were 35 students who completed the questionnaires with open-ended and closed- ended questions. The observation method was also used in the research. We looked at the components of teaching speaking and reading. We conducted an experiment during the research process. Students were given a text with the same content in formal and informal style to read. In addition, we offered them the task of participating in a conversation situation on the same topic in a different context in terms of formality/language register and the results in both activities were observed. The study involved a relatively small focus group, which prevents a more in-depth and generalized picture from being displayed and the results obtained. Observations of the lesson process have shown that students understand the formal text more easily than informal style language. Even when the teacher provides spoken language forms, students find it difficult to comprehend such material. This is due to the fact that spoken language learning activities are more spontaneous, less systematic and do not reinforce such knowledge in the audience. Student surveys and questionnaires completed by them revealed the following: At a certain level of language proficiency they find it relatively easy to learn information from university-created texts in literary language, but in everyday situations, it is difficult to establish successful communication and comprehend information due to ignorance of spoken forms. In addition, such activities are less covered in the curriculum as well as in the textbooks and in thisregard, the experience of both teachers and students is relatively scarce. The experiment revealed that students understand the text of a formal genre more easily and correctly than spoken, informal information. The same goes for building a talking situation. In order for the student to realize the similarities and differences between formal and informal languages, it is necessary to carry out a variety of activities in the learning environment, including 1. Identify formal and informal distinguishing marks, which is achieved by reading, processing and comparing different texts according to different levels, genres and formality levels. 2. Use of lexical activities: Identify lexical items (slang, language contractions, acronyms, etc.) in texts, create a dictionary and perform relevant exercises. 3. Conversational activities on different topics: The teacher presents and discusses a particular form with a student, after which the students build the spoken situation in different language registers and make a presentation through role-playing games. 4. Use of authentic recordings and multimedia to master natural, informal language forms and structures.

Invisible Traces of Islam in the Urban Space of Rustavi: Interpreting the Religious Diversity in Post-Soviet Georgia

The article discusses the revelation of the religiosity of the Azerbaijani community in the postSocialist city of Rustavi and their visibility in the urban space. The subject of research is how their religiosity is expressed in the city space. The article pinpoints the attempt by the Muslim community to build a mosque in the city. This unsuccessful try is forgotten by both members of the community- the Azerbaijani and the Christian population. Everyone has forgotten about it, and the topic has become a subject of taboo. In the article, the search for the invisible traces of Islam in the urban space of the city can be linked to two pasts of the city; one is the experience of the Soviet multi-ethnicity and the more distant, historical past of the city interpreted by the Communists. It is also influenced by the peculiarities of the region, the ethno-confessional composition, and the state's attempt to control religious groups and their activities, which has a corresponding impact on the self-perception and self-representation of the Azerbaijani community in the city. Findings presenting in the article based on the ethnographical research done in Rustavi 2019-2020.

Framework for CLIL materials for Russian heritage language learners

The increasing number of immigrants made heritage language learning a crucial issue of 21-st century education. The neediness for an effective educational approach in this field leaded to CLIL (Content and Language Integrated Learning). CLIL materials are high-contextualized by age, skills, language, subject content, etc. So, teachers ought to become materials designers to provide their learners with an effective tool of learning. Usually, teachers did not specifically train for materials design. Thus, easy-to-use framework for materials is essential to provide high-quality materials. This article provides a framework for CLIL materials design for Russian heritage language learners. The framework is based on the main materials design principles, heritage learners` pedagogical needs, and CLIL-specific materials design principles. It is written in the easy-to-use form of a checklist. The checklist has seven sections and 32 questions. The framework may be used in different contexts of teachers from different countries who use CLIL to teach the Russian heritage language.

First Person and Second Person Markers as Representatives of a Case in a Verb Form

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

The second language acquisition: problems and challenges for Georgian Deaf community

As stated in the title, the paper is devoted to the issue of second language acquisition by Deaf people in Georgia, describing the current situation and the challenges. There are about 2500 Deaf and hard of hearing residents in Georgia. Being the linguistic minority in the country, these people communicate with each-other in the Georgian Sign Language – GESL. The second native language for local Deaf and hard of hearing people is the Georgian spoken language – the State language. In many countries Deaf people are bilingual, while it is hard to consider the local Deaf and hard of hearing people bilingual, as the knowledge of spoken Georgian on the level of a native language among the Deaf residents is not observed. Unfortunately in Georgia there are no studies concerning the second language acquisition for Deaf and hard of hearing people. The main problems are the agrammatism in written communication on the state language and the ignorance of deferent hierarchical levels of spoken Georgian. This short paper offers the key issues for the plan of strategy of spoken Georgian acquisition for local Deaf and hard of hearing residents.

Grammatical-pragmatic aspects of teaching verb forms to non-Georgian speakers

For non-Georgian speakers, in the process of teaching the Georgian language, it is crucial to overcome the problems that accompany the understanding, comprehension and mastering of verb forms. The complexity and diversity that is characteristic to the Georgian verb is conditioned not only by polypersonalism or even by the large number and functional richness of the prepositions, but also by the variety of lexical means. The Georgian language has inexhaustible means to produce new verb forms, in order to give the speaker (speaking individual) opportunity to express the new semantics more accurately, to specify the utterance and to add more clarity to the meaning. For example, if a language learner expresses a desire to perform an action, then it is better to first get him/her used to the infinitive constructions of the verbs including მინდა (მსურს) minda (msurs) I want (I would like), for example, I want (I would like) წაკითხვა tsakitkhva – to read (მუშაობა mushaoba – work... წასვლა tsasvla – go, დადგომა dadgoma – stand... თქმა tqma – say, ჩაცმა chatsma – dress...). In the next level of language learning, we can also introduce verb constructions expressing the desired action: I want (I would like) წავიკითხო tsavikitkho – to read (ვიმუშაო vimushao – to work... წავიდე tsavide – to go, დავდგე davdge – to stand... ვთქვა vtqva – to say, ჩავიცვა chavitsva – to put on)... This will also prepare the ground for the language learner to express the obligation with the help of a particle უნდა unda (I must): unda tsavikitkho – I must read (vimushao – work... tsavide – go, davdge – stand... vtqva – say, chavitsva – put on)... He/she could easily build relatively extensive constructions: qartuli ena kargad unda vistsavlo – "I must learn Georgian well"; dghes bevri unda vimushao – "I must work a lot today"; khval universitetshi unda tsavide – "I must go to university tomorrow"; dilit adre unda avdge – "I must get up early in the morning"; es teqsti zepirad unda vtqva? – "Should I say this text orally?"; Tbilad unda chavitsva – "I must dress warmly". The report will provide extensive material to demonstrate the grammatical and lexical means that will make the learning / teaching process of verb forms easier for non-Georgian speakers.