Georgian as a Second Language. A Case Study

Abstract

Georgian is a Less Commonly Taught Language with complex grammar and phonology. Learners are often motivated by cultural interest, personal connections, or academic curiosity, despite linguistic and typological challenges. Georgian largely lacks teaching materials although corpora and resources are growing. Teaching methods vary and CEFR-based programs exist. Outside Georgia, few universities offer Georgian; Leiden hosts a structured embassy-supported course. The study explored successes and challenges in teaching Georgian at Leiden University through classroom observations, interviews, and a Needs Analysis, focusing on student expectations, teaching methods, and learner-centered course design. Three experts and seven students shared insights on teaching Georgian. Teachers used varied methods—structural and communicative—tailored to student needs. Cultural context, linguistic background, and flexible materials enhanced learning. Students appreciated grammar focus, speaking practice, and responsive teaching despite initial challenges. Teachers integrated cultural content to enhance sociolinguistic competence. Students were intrinsically motivated. Challenges included limited visibility, inconsistent vocabulary instruction, and course continuity, though flexible teaching and cultural relevance were appreciated. Georgian as an L2 attracts Linguistics students; combining teaching methods works well, but smoother transitions, better materials, and immersion programs are recommended.