Language Instruction in the One-Year Georgian Language Program: Teaching Methods and Pedagogical Approaches

Abstract

This study examines the effectiveness of the quota system introduced in Georgia’s higher education admissions process in 2010, with a specific focus on language teaching methods and students’ preparation for undergraduate studies. The research investigates how language teachers utilize diverse instructional strategies, resources, and skill development techniques and assesses the extent to which these align with contemporary pedagogical approaches. A survey research design was employed, collecting data from approximately 700 students enrolled in the One-Year Georgian Language Program across multiple universities. The study’s findings indicate a strong reliance on traditional teaching methods, such as grammar instruction and lecturing, while interactive approaches, including role-playing, student presentations, and discussions, remain underutilized. The results also reveal a gap between instructional strategies used for developing language skills and fostering higher-order cognitive abilities, such as analytical thinking and synthesis. The research highlights the need for a pedagogical shift towards a more interactive, student-centered approach to language instruction. These insights provide valuable implications for enhancing language education policies and practices within Georgia’s higher education system.