Estonia

Key Findings overall

Estonia has addressed language issues over time and has done its best to preserve and develop Estonian; to enhance the language skills of the entire population; and to promote the use of various languages. In analysing its language education policy, Estonia was assisted by the language policy division of the Council of Europe. The analysis was completed in summer 2011. Strategies for Estonian and foreign languages developed over the past decade set further goals. The process of developing strategies has played an important role, bringing together specialists from different spheres, which, in turn, has improved language-related cooperation. Joint efforts have contributed to strengthening the position of Estonian at all education levels. Although all of the strategic objectives are worthwhile, their implementation depends on the availability of resources. This is felt particularly keenly in the implementation of the Foreign Language Strategy.

In conclusion, Estonia has created good conditions for teaching Estonian as a mother tongue and the state language. Among other languages, Russian and English prevail, while other languages are studied and used much less frequently. Educational institutions are seeking to introduce more diverse opportunities for learning third foreign languages in their syllabi. The development of multilingualism is supported and encouraged with the help of various projects (for the teaching of French, German, Swedish, Finnish etc.), yet Estonia still quite a long way from true multilingualism.

Promising initiatives and pilots

The objectives of promoting the learning and spread of Estonian as a mother tongue and second language set out in the Estonian Language Development Plan should be pursued. The transition to Estonian language instruction in schools with languages of instruction other than Estonian which began in 2007 has required and will require a lot of resources. The transition has been more successful in schools that joined the language immersion programme. In addition, the methodology for integrated subject and language teaching should become more widespread in schools. 

Although foreign languages are mentioned in Estonian language development plans and development plans concerning foreign languages refer to connections with the mother tongue, the objectives concerning mother tongue and foreign languages are often separated in the development plans of the language sphere. Estonia should take guidance from the Common European Framework of Reference for Languages: Learning, Teaching and Assessment, both as regards the principles set out in the document and the language proficiency levels defined by the Council of Europe. This document was translated into Estonian in 2006 at the request of the Ministry of Education and Research. The Estonian Foreign Language Strategy aims to promote the continuity of the policy of learning and teaching foreign languages, as well as the continuity of the principles of funding the recognition and assessment of language skills. Of the many strategic objectives, those prioritised should be distinguished. 

While the assessment of adult proficiency in Estonian as a second language is based on the Council of Europe’s language proficiency levels, the development of self-assessment tools (such as the Language Portfolio) and national tests should continue and international certificates of proficiency should be accepted according to these language proficiency levels. Implementation of the national curriculum 2011 based on the Council of Europe’s language proficiency levels is a challenge for the education system. Understanding of the language proficiency levels should be disseminated and harmonised in vocational and adult education, as well as among employers.