Research Article
Learning in Submersion Classrooms Georgian Context
Issue:
Volume 14, Issue 1, February 2025
Pages:
1-8
Received:
4 December 2024
Accepted:
18 December 2024
Published:
21 January 2025
DOI:
10.11648/j.edu.20251401.11
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Abstract: This study explores the perceptions of ethnic minority students in Georgia’s submersion schools regarding their sense of belonging and the management of linguistic and cultural diversity by teachers. With ethnic minorities, particularly Armenians and Azerbaijanis, comprising approximately 13% of Georgia’s population, challenges arise due to limited proficiency in the state language, Georgian. Since 2005, Georgia has implemented policies to promote the Georgian language in schools, yet ethnic minority students often face difficulties integrating fully into the education system. The purpose of this research is to examine students' feelings of acceptance in the school community and assess how teachers manage classroom diversity. A mixed-methods approach was used, including a survey of 160 non-Georgian-speaking students and focus group interviews with 38 teachers. The results reveal that teachers’ low expectations and ethnocentric attitudes limit the effectiveness of diversity management in classrooms. The study concludes that the lack of intercultural awareness and supportive teaching practices for ethnic minorities hinder their academic success and sense of belonging. The findings suggest that schools need to improve their approach to diversity management by addressing the linguistic and cultural needs of minority students to foster greater inclusion and support academic achievement.
Abstract: This study explores the perceptions of ethnic minority students in Georgia’s submersion schools regarding their sense of belonging and the management of linguistic and cultural diversity by teachers. With ethnic minorities, particularly Armenians and Azerbaijanis, comprising approximately 13% of Georgia’s population, challenges arise due to limited...
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