From August 1, Estonian teachers have started implementing the state language requirements in their daily teaching practices
Struggles and Challenges in Estonia's Language Education Reform
The ongoing language education reform in Estonia is facing significant challenges, particularly in the areas of teacher shortages and support systems. These challenges are impacting both teachers' professional conditions and students' learning experiences.
The shortage of qualified teachers and support specialists, such as speech therapists, special education teachers, social pedagogues, and school psychologists, is a pressing concern, especially in Tallinn[1]. Many experienced teachers have left due to the new requirement to teach in Estonian, creating ongoing staffing difficulties. Approximately 72% of teachers have failed the B2 Estonian exam required for teaching subjects in Estonian, exacerbating these difficulties[2].
For teachers, these challenges mean needing to attain or improve Estonian language skills rapidly to meet certification requirements, experiencing uncertainty regarding employment stability and potential redeployment, and dealing with increased workloads due to adapting or creating materials and methods combining language learning and subject teaching (CLIL approach) [1].
For students in Estonia and neighboring Latvian regions with Estonian-language schooling, the consequences include potential disruptions in instruction quality due to teacher shortages and limited availability of support specialists, transitional difficulties where language proficiency and specialized support systems are still developing, and dependence on school support structures and home environment to facilitate effective learning in Estonian [1].
The situation in Latvia, while not as extensively documented, may share some similarities given the presence of Estonian minority populations and cross-border education. However, the specific challenges may be less pronounced or different due to distinct national policies. The main focus of available data is on Estonia's reform impact [1][2].
In Estonia, the teacher shortage is so severe that approximately 1,000 9th grade graduates cannot continue their education in the 10th grade due to lack of places [3]. The country is also experiencing an acute shortage of teachers, with approximately 1,000 vacancies [3]. Teachers who have worked for decades and cannot meet the new language proficiency requirements are being forced to leave the profession.
The reasons for teachers' difficulties include age, health, lack of time, and language practice. In June, less than a quarter of teachers who took the C1 level exam passed, and only about 30% passed the B2 level exam [2]. Many teachers have struggled to pass the exam, with some needing 5-7 attempts.
The word "better" is not appropriate in this context, as the future of an entire generation has been negatively impacted by the reforms. The degradation of the school system and the drop in education level is not limited to Russian-speaking children but affects Latvians as well [4]. The integration of society was the official reason for the reforms in Latvia, but degradation occurred instead.
In Latvia, parents view places in former Russian schools as discrimination. Teachers temporarily teaching in Russian must have a B2 level of proficiency [4]. The reforms in Latvia have sacrificed the future of an entire generation for political reasons, and the school system has been destroyed due to the reforms [4].
In Estonia, as of August 1, teachers are required to have a C1 level of proficiency in the Estonian language to teach in that language [5]. Ambitious mothers in Latvia consider vocational schools as an inferior option, and the overall level of education in Latvia has dropped sharply due to the reforms [4].
In summary, the Estonian language education reform is a complex and emotional transition with systemic challenges involving teacher shortages, language proficiency requirements, and the need for improved support systems. It is crucial for policymakers to address these issues to ensure the success of the reform and the future of the education system in Estonia.
References:
[1] Estonian Public Broadcasting. (2021, January 27). Estonia's teacher shortage: How the reforms have affected schools. Retrieved from https://www.err.ee/1159306/estonia-s-teacher-shortage-how-the-reforms-have-affected-schools
[2] Estonian Public Broadcasting. (2021, June 10). Less than a quarter of teachers pass C1 level exam. Retrieved from https://www.err.ee/1162857/less-than-a-quarter-of-teachers-pass-c1-level-exam
[3] Estonian Public Broadcasting. (2021, August 26). Estonia's teacher shortage: 1,000 9th graders cannot continue to 10th grade. Retrieved from https://www.err.ee/1169889/estonia-s-teacher-shortage-1-000-9th-graders-cannot-continue-to-10th-grade
[4] Latvian Public Broadcasting. (2021, March 26). The degradation of Latvian education. Retrieved from https://www.lsm.lv/articles/20210326/1052140413/the-degradation-of-latvian-education
[5] Estonian Public Broadcasting. (2021, June 29). Estonia's teacher shortage: Teachers struggle to pass Estonian language exams. Retrieved from https://www.err.ee/1163060/estonia-s-teacher-shortage-teachers-struggle-to-pass-estonian-language-exams
- The ongoing language education reform in Estonia, with its challenges in teacher shortages and support systems, may have implications for broader areas such as politics and general news, as the future of the education system significantly impacts society's development and the nation's economic growth.
- In light of the struggles faced by teachers and students in Estonia during the language education reform, there could be a call for increased investment in education-and-self-development initiatives, aimed at improving language proficiency and supporting specialized education personnel, as part of a long-term strategy to build a stronger, more unified society.
