Language policy in Higher Education of Georgia

Abstract This study examines the current landscape of language policy in higher educational institutions (HEIs) in Georgia, focusing on teaching, research, and administration. A purposive selection of strategic documents from seventeen public and private universities forms the basis of analysis using Thematic Content Analysis (TCA). The research identifies prevalent language policy themes across these documents and supplements the findings with statistical data on educational activities. Thematic Content Analysis (TCA) was employed to analyze language policy within HEIs’ strategic documents systematically. This qualitative method facilitated the identification and categorization of recurring themes related to teaching, research, and administrative practices. The analysis reveals a fragmented approach to language policy across Georgian HEIs, with significant emphasis on English as a medium of instruction and internationalization efforts in teaching and research. The study underscores the need for comprehensive language policy frameworks that integrate local linguistic contexts, support bilingual education, and enhance the international visibility of Georgian Higher Education. This research contributes to the theoretical and practical understanding of language policy in Higher Education contexts, offering insights applicable not only to Georgia but also to other non-English speaking countries grappling with similar challenges of linguistic diversity and internationalization.