Integrated Learning of the Georgian Language and Civic Education within the “1+4” program

Abstract

Integration of minorities and civil involvement are some of the most important components of a country's democratic development. The changes made in the education policy of Georgia, that were executed on November 19, 2009 were aimed to strengthen integration of ethnic minorities, their access to education and civic engagement. It has been 5 years already since these changes led to establishing a successful preferential policy for ethnic Armenian and Azerbaijani high school graduates entering higher education institutions.

During this period, several educational-methodical guidelines have been developed and different methods of learning have been introduced within the framework of the Georgian Language Education Program. However, the necessity of the methodological improvement  of the Georgian language learning and the introduction of modern and systematic approaches is still essential. In the course of this study the need for pragmatic approach to language teaching became evident, where emphasis will be made on the development of communicative competence. This approach of language learning implies diversity and  general change of topics and text types. Within this method, the student is not only a passive participant, but also a co-creator of knowledge. An Integration method, together with language learning, will increase the students' competence in different directions, most importantly in civic education, as well as will furnish them with presentation, communication, teamwork and free speech skills, allowing students to be informed, to be able to state their own position and help them to become active citizens. An Integrated Learning of Georgian Language and Civic Education program effectively meets all these criteria.

The efficiency of the language and subject integrated teaching approach in a higher educational institution is proved by the completed project “Earth Calendar”, which was financed by the “Open Society Foundation - Georgia”. Such a resource had been created, which was adjusted to the integrated teaching approach of the language and subject at the university level.

Within the project, a study and a course of training have been carried out. Also, the textbook “Earth Calendar” for the TSU Preparatory (Prep) Program within the piloting policy has been piloted during the term.

It should be said, that the approach was successful. By the end of the term, the feedback has been obtained, which proved the efficiency of the integrated teaching of a language and Civic Education and the urgency of the topics given in the textbook.