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Change in Language of Instruction in Russian Medium Schools: Multilevel Analysis of Attitudes and Language Proficiency

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  • Anu Masso
  • Maie Soll

Abstract

This study aims to explain the positions regarding change in language of instruction in Russian-medium schools. The empirical basis for this article is a representative survey conducted in 2009 among pupils (n = 1026) and teachers (n = 548) in Estonia. The results indicate that in the case of teachers’ language proficiency, individual resources (citizenship, Estonian-language media) dominate over regional (ethnic composition) ones. Regarding pupils’ language proficiency, apart from individual factors (gender, Estonian-language media), school-level activities are essential (language immersion, teachers’ in-service training). While pupils’ positive attitudes towards education change are characterized by individual and school cultural resources, teachers’ attitudes are more autonomous and express general societal affiliation. The article suggests that the “cultural translation” ability of the relevant individuals and in the public turns out to have critical relevance in the context of implementing integration policy and in the communication of changes in education.

Suggested Citation

  • Anu Masso & Maie Soll, 2014. "Change in Language of Instruction in Russian Medium Schools: Multilevel Analysis of Attitudes and Language Proficiency," Journal of Baltic Studies, Taylor & Francis Journals, vol. 45(4), pages 517-544, October.
    • Handle: RePEc:taf:rbalxx:v:45:y:2014:i:4:p:517-544
    DOI: 10.1080/01629778.2014.937818
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    Cited by:

    1. Siiri Silm & Veronika Mooses & Anniki Puura & Anu Masso & Ago Tominga & Erki Saluveer, 2021. "The Relationship between Ethno-Linguistic Composition of Social Networks and Activity Space: A Study Using Mobile Phone Data," Social Inclusion, Cogitatio Press, vol. 9(2), pages 192-207.
    2. Olle Järv & Anu Masso & Siiri Silm & Rein Ahas, 2021. "The Link Between Ethnic Segregation and Socio‐Economic Status: An Activity Space Approach," Tijdschrift voor Economische en Sociale Geografie, Royal Dutch Geographical Society KNAG, vol. 112(3), pages 319-335, July.
    3. Svetlana L’nyavskiy-Ekelund & Maarja Siiner, 2017. "Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School," Social Inclusion, Cogitatio Press, vol. 5(4), pages 98-107.

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