Factors Affecting the Acquisition of the Mother Tongue by Students Studying in Azerbaijani-Language Schools in Georgia

Abstract

In Georgia, not only has there been a yearly decline in the number of Azerbaijani-language schools, but significant problems have also emerged in the teaching of the mother tongue. After student admission to the Azerbaijani Language and Literature program at Ilia State University was suspended in 2006, the preparation of new specialists in this field in Georgia has come to a halt. Consequently, schools have experienced a shortage of qualified teachers in mother tongue education, leading to an increase in the number of non-specialist subject teachers assigned to teach the Azerbaijani language. The reduction of instructional hours for the mother tongue, serious translation errors in textbooks, the growing number of non-specialist subject teachers teaching the mother tongue in schools, and the elimination of the graduation (leaving certificate) examination in the mother tongue have all contributed to difficulties in Azerbaijani language acquisition among students. The main objective of this study is to investigate the factors affecting the acquisition of the Azerbaijani language among students studying in Azerbaijani-language schools in Georgia, from the perspectives of both teachers and students. A qualitative research method was employed in the study, involving three focus group discussions with 18 students and four semi-structured interviews with teachers. The research participants were selected through purposive sampling from four Azerbaijani-language schools operating in Georgia, including both urban and rural areas. During the analysis, both students and teachers identified several key factors affecting mother tongue acquisition: the teacher’s subject matter knowledge, the absence of the leaving certificate exam in Azerbaijani language, the reduction of instructional hours for the mother tongue, serious errors made during the translation of textbooks from Georgian to Azerbaijani for other subjects, and parents enrolling their children in Georgian-language schools. Additionally, teachers emphasized the importance of organizing supplementary activities and competitions related to the Azerbaijani language to improve mother tongue acquisition, while students highlighted the negative impact of regulations and restrictions imposed by the Georgian government. Considering that the findings obtained from this study will serve as a reliable resource for the Ministry of Education, Science and Youth of Georgia and other educational policy institutions, certain recommendations have been developed regarding the development of the Azerbaijani language.