This study concentrates on one of the most drastic changes in Estonian language policy since the country regained its independence-the change in the language of instruction in Russian-medium schools. The Estonian example is rather unique internationally since the minority group can choose different languages of instruction for schooling. We focus on students' ethno-cultural self-descriptions as one indicator for studying the change in the language of instruction. We use the online interview method as an empirical basis; the sample consists of graduates from upper-secondary schools/classes with various languages of instruction (Estonian, Russian, language immersion) situated in various regions of Estonia (monolingual vs bilingual everyday setting; n = 14). The results of the analysis reveal the relationships between ethno-cultural self-descriptions and attitudes to the changes in the language of instruction. The ethno-cultural self-descriptions in turn are expressed in terms of general social affiliation (media habits, future plans and affiliation with Estonia). We conclude that the transition to Estonian-language instruction has failed in terms of communication, since a focus on instrumental rather than ethno-cultural issues can lead to the weak social affiliation of individual students.
Artiklis analüüsitakse vene emakeelega abiturientide etnokultuurilise identiteedi kujunemist eri õppekeelte kontekstis. Etnokultuurilist identiteeti on artiklis mõistetud kompleksse sotsiaalpsühholoogise (Verkuyten, 2005) ja kommunikatiivse nähtusena (Luhmann, 2002). Empiirilise alusena on kasutatud kirjaliku võrguintervjuu meetodit. Valimi moodustavad eesti ja eesti-vene õppekeelega ning keelekümblust kasutavate koolide/klasside abituriendid (n = 14), kes on pärit Eesti eri piirkondadest (Tallinnast, Tartust, Ida-Virumaalt). Vastuseid otsitakse järgmistele uurimisküsimustele: 1) millised on noorte etnokultuurilised enesemääratlusviisid? 2) milline on õppekeele osa etnokultuuriliste enesemääratlusviiside kujunemisel? Analüüsis eristus kolm enesemääratlusviisi: kindel vene etnokultuuriline, ebakindel eesti-vene ning alternatiivne, ambivalentne identiteet. Analüüs näitab, et ei ametlik õppekeel ega ka õppekeelega rahulolu ei määra otseselt, kellena ja milliste tunnuste kaudu end määratletakse, küll aga võib kool toetada keele kui olulise identiteedi referentsi oskust ning õpilaste keelelise ja kultuurilise tõlkimise võimet. Summary
<p>Theoretical literature and ethnographic studies suggest that individual spatial (im)mobility and new media use are becoming increasingly interlaced through mediatization. In this article, we tested this assumption quantitatively, by examining possible associations between media use and emigration wishes which we interpreted as an indicator of spatial (im)mobility potential. Analysis of data collected in autumn 2014 in Estonia <em>via</em> a representative survey (n = 1,503), enabled the following research questions to be answered: 1) How have the emigration wishes of estonia’s population changed over time, in regard to mediatization? 2) What kind of media use patterns describe individuals with different emigration wishes? the results showed that, compared to earlier surveys, the (im)mobility potential of the general population had not considerably changed. The mobility potential was indeed interlaced with more active and versatile use of new media, and immobility potential with less active and diverse use of new media. Yet, these associations could be explained by generational differences, as younger respondents prefer to emigrate and use new media, while older respondents wish to stay in the country of origin and follow traditional media.</p>
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