HomeAbstract of 10th-icetlThe Implementation Paradox: Micro-successes and Macro-challenges in Georgia’s Early Bilingual Education Model

The Implementation Paradox: Micro-successes and Macro-challenges in Georgia’s Early Bilingual Education Model

  • Nov 20, 2025
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Abstract Book of the 10th International Conference on Research in Education, Teaching and Learning

Year: 2025

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The Implementation Paradox: Micro-successes and Macro-challenges in Georgia's Early Bilingual Education Model

Ia Aptarashvili, Mzia Tsereteli

ABSTRACT:

This study investigates the implementation efficacy and systemic challenges of an additive bilingual education model in Georgia’s minority-language preschools. Employing a mixed-methods longitudinal research design from 2022 to 2024, the study triangulates quantitative and qualitative data from multiple sources: surveys of parents (N=350) and bilingual specialists (N=74), direct child assessments (N=105), and semi-structured interviews with educators and program coordinators. The central research question explores the discrepancy between the model’s pedagogical goals and its practical execution, identifying key barriers to and facilitators for successful implementation. Findings reveal a significant paradox: while the model demonstrates notable success at the micro-level—evidenced by high child achievement in receptive language skills (96.7% comprehension of instructions) and overwhelmingly positive parental attitudes (88% support for early bilingualism)—its sustainability is critically undermined by macro-level systemic deficits. Key challenges identified include chronic resource scarcity, with 59% of educators reporting inadequate classroom space; inconsistent delivery of teaching materials; and the lack of a coherent, ongoing professional development framework that addresses the complexities of mixed-age groups and insufficient infrastructure. The analysis concludes that the program’s current success relies heavily on the high motivation of individual practitioners rather than on robust, systemic implementation mechanisms. The study argues that without a strategic state-level investment in physical infrastructure, resource logistics, and a standardized professional support system, the pedagogical fidelity and long-term impact of the model remain at significant risk.

Keywords: Bilingual Education, Implementation Science, Mixed-Methods Research, Early Childhood, Systemic Barriers, Georgia