This case study treats to demonstrate that a bilingual thinking process favours creativity in the language acquisition class; bilingually accommodated educative process via creativity favours open-mindedness; the technology role in this process is a positive trigger; and an effective communication, viewed as the procedural system of action, interaction, feeling and thinking, leads a teacher to student engagement in a classroom environment. In order to throw light on the above-mentioned hypothesis various tests, methods and techniques like Torrance Test of Creative Thinking (TTCT), Liket Tests, Sociolinguistic Interview, Engagement Theory (Kearsley & Schneiderman, 1998) and Matched-guise technique (Lambert 1960) were conducted with Business and Technology University and International Baccalaureate Diploma Programme students. The results have shown that bilingual thinking processes and technology thrown bilingually accommodated language acquisition class trigger and favour creativity; bilingualism and creativity on their behalf foster open-mindedness; and the effective communication as a procedural system of action, interaction, feeling and thinking favours student engagement in the class process. The results stemming from these various tests, methods, and techniques taken together, do not prove our initial research hypothesis statistically, but provide strong indicators and sufficient probabilistic evidence (Divjak 2015) that speak in favour of validating it.

Authors:
Tamara Guliashvili Gogrichiani, Business and Technology University, Georgia

About the Presenter(s)
Tamara Guliashvili Gogrichiani is a PhD in English Linguistics from Madrid Complutense University. Currently she is an Associate Professor at Business and Technology University in Tbilisi, Georgia and an Invited Lecturer at Castillia La Mancha Univer

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