Estonian teacher: Speaking Estonian is not the same as teaching Estonian
In an ERR opinion piece, Estonian teacher Janno Jakobson argues that the shift to Estonian-language schooling depends on daily classroom practice, and that students need chances to speak and linguistically accessible tests.
The transition to Estonian-language education is one of the most significant changes in Estonia's school system. Janno Jakobson addresses it in an opinion piece for ERR, Estonia's public broadcaster. He says nobody questions the need for the change any longer, but asks whether adults are doing enough to make it succeed. The text is the author's opinion rather than a news report.
Skills exist, but application falls short
Jakobson cites conversations with colleagues at various schools: the problem is not always a lack of teacher skills, but how existing knowledge is used day to day. He describes a student who spends a full day in Estonian-language lessons yet speaks only a few sentences. To learn a language, students need opportunities to speak, ask, explain and make mistakes. Explaining harder concepts in Russian may seem quicker, but it creates a mismatch when the test must be written in Estonian.
Assessment and language complexity
The author refers to recent fourth-grade national assessments. In his view, the Estonian as a second language test took expected proficiency into account, while the natural science test contained much more complex vocabulary, long texts and multipart questions. The Education and Youth Board (Harno) said the tasks match the curriculum and recommended the Russian-language version for students with insufficient Estonian. Jakobson notes that these students have studied in Estonian for three years and may not know the Russian terminology.
Support and responsibility
Support is available: methodology centers, the Institute of the Estonian Language's "Keelesamm" program and the Tallinn Teachers' House centre MEKK. Still, teachers must put what they learn into practice themselves. The author says school leaders need shared principles and the state must provide meaningful oversight. He adds that home language or family background should not justify lower expectations of students.
