As Estonia schools phase out Russian, many families struggle, ETEducation

Narva, Estonia is grappling with a significant shift in its education system. Beginning in 2024, schools across Estonia, including those in the Russian-speaking city of Narva, began phasing out Russian as the primary language of instruction, a change enacted after the adoption of a reform in 2022 following Russia’s invasion of Ukraine. This transition, impacting kindergartens, first, and fourth grades, is intended to integrate Russian-speaking children and foster social cohesion, according to Estonian authorities.

A Difficult Transition

The change has not been without its challenges. Jelizaveta Ponomarjova, an Estonian mother, recounts her daughter Tasja’s experience in fourth grade. After three years of Russian instruction, Tasja suddenly found herself in a classroom where the teacher spoke only Estonian – a language widely considered one of the world’s most difficult. “Mum, I don’t understand anything,” Tasja reportedly told her mother. Similar experiences were echoed by other parents in school group chats, with some children becoming distressed and reluctant to attend school.

Did You Know? The language reform in Estonia was initially proposed long before 2022, but gained momentum after Russia invaded Ukraine.

Arina Manzikova, a mother of four, acknowledges the support from teachers but expresses concern about her seven-year-old daughter Anja’s future. Despite knowing some Estonian herself, Manzikova notes that Anja confuses Russian and Estonian letters, struggling with reading comprehension. She believes foundational subjects like mathematics should continue to be taught in a student’s native language.

Concerns About a “Lost Generation”

Some officials fear the rapid transition could have long-term consequences. Lawmaker Aleksei Jevgrafov, representing Narva in the Estonian parliament, stated that his Centre Party voted against the reform. He argues the transition was rushed, citing a shortage of qualified teachers and adequate learning materials. Jevgrafov expressed concern that children caught in this shift risk becoming a “lost generation.”

However, others remain optimistic. Anna Zubova, a school principal in Narva, points to her own experience learning Estonian as an adult as evidence that children can adapt. She has implemented a change to eliminate Estonian homework in subjects like history to ease the burden on families.

Expert Insight: The Estonian government is attempting to address long-standing issues of societal division stemming from decades of Soviet rule. This reform represents a significant, and potentially disruptive, effort to integrate its Russian-speaking population.

Mihhail Stalnuhhin, head of the Narva city council, believes the reform was a misstep. He argues the government should have focused on improving Estonian language instruction while allowing Russian speakers to continue learning in their native tongue. He reports hearing numerous complaints from distressed parents, some of whom are hiring private tutors.

What’s Next?

Helna Karu, in charge of the language transition at the education ministry, acknowledges the “challenges” but maintains the transition “is working.” She notes that a reform of this scale requires time and that full results will not be immediately visible. However, some parents remain unconvinced, particularly those with children who have special needs. Irina Rozkova, a mother of three, fears her autistic son, Alexander, will be left behind, as he has not grasped even basic Estonian phrases like “tere” (hello) or “head aega” (goodbye).

Frequently Asked Questions

When did Estonia begin phasing out Russian language instruction?

Estonia began phasing out Russian as a language of instruction in 2024, with the transition beginning in kindergartens and first and fourth grades.

What is the stated goal of the language reform?

Estonian authorities state the reform aims to better integrate Russian-speaking children and foster social cohesion.

What concerns have been raised about the reform?

Concerns include a shortage of teachers, a lack of adequate learning materials, and the potential for a “lost generation” of students who struggle with the transition.

As Estonia continues this educational shift, it remains to be seen how effectively the challenges will be addressed and what the long-term impact will be on its Russian-speaking community. Will the reforms achieve their goal of greater integration, or will they create new obstacles for a generation of students?