Acceso usuarios
Shalva Tabatadze
This study examines the core discourses within strategic policy documents of the Georgian government concerning language policy in education. These documents are categorized into three language orientations: language as a resource, language as a right, and language as a problem. The study employs Critical Discourse Analysis as its research method. Findings reveal that despite the apparent positive goals and the consistent reference to language as a fundamental right in these documents, a closer examination exposes an overarching focus on strengthening and promoting the state language. This emphasis is presented as a crucial factor for the country’s stability and unity, reflecting an assimilationist approach to societal integration. Additionally, the treatment of minority languages, languages from smaller linguistic groups, and Kartvelian languages in these documents portray a deficit perspective that views bilingualism as a challenge rather than an asset. Moreover, the study highlights that critical facets of language policy linked to long-term individual and societal growth have not been recognized as substantial resources within these strategic policy documents. The study’s significance lies in its comprehensive dataset, which provides an opportunity to expand the overarching theoretical framework introduced by Ruiz.
