Роль семьи и школы в формировании идентичности грузинских школьников в Москве
The present study investigates the role of the family and the schoolin identity formation of Georgian students in a Moscow school thatintegrates Georgian ethno-cultural components into the curriculum. Bothfamily and school appear to exert influence on how students perceive
themselves culturally and what language(s) they self-ascribe as theirmother tongue(s). The school provides institutional support for theGeorgian language, while the communication within the family domainstrengthens the children’s Georgian communicative skills. In addition,the evidence shows that despite a strong sense of cultural allegiance tothe Georgian community, most students are able to follow the Russiancurriculum within the framework of the Russia’s education system.