The Organisation of Estonian Language Learning in Restricted Language Environments: Creating Sustainable and Effective Integrated Solutions 

The knowledge and use of the Estonian language play an essential role in increasing cohesion in Estonian society. Therefore, it is crucial to focus language learning activities on increasing the proportion of people with active Estonian language skills. According to the latest integration monitoring, 41% of the population of a different nationality speak Estonian actively and 51% passively. Despite consistent funding and provision for language learning, the demand for free Estonian language courses significantly exceeds the supply.

Language learning has traditionally targeted everyone who wishes to learn and various different groups. In the near future, however, the focus is expected to shift. The aim will be to concentrate language learning provision on low-skilled permanent residents with passive language skills. It will also target family migrants and beneficiaries of temporary protection. The aim of this study is to identify the specific characteristics of these three groups. This includes factors such as facilitating elements, barriers, motivation, and environmental influences related to Estonian language learning. Additionally, the study will explore how different language learning services can increase the proportion of people with active language skills in these target groups.

Research questions:

1. What are the archetypes of the priority target groups (LEPs, family migrants and beneficiaries of temporary protection) and how can they be reached? 
2. How do language policies help to ensure the effectiveness of language learning for priority target groups (including legislation)? 
3. How can language learning activities be made more effective so that they develop learners’ active language skills?
4. To what extent do the language learning activities of the Ministry of Culture and INSA’s Estonian language houses meet the needs of priority target groups? How well do these activities address their learning abilities, attitudes, and socio-economic status?
5. What are the main barriers for target group representatives to (a) starting language learning; (b) staying stable in language learning activities; (c) successfully completing language learning/continuing at a new level?  
6. What are the ways in which people support their learning outside organised activities? What life changes is the target person prepared to make in his/her life in order to make room for language learning activities that will produce the desired results? 
7. How can the learning motivation and participation of priority target groups in INSA language learning activities be supported? 
8. How and to what extent are the different INSA language learning activities interlinked, coordinated and mutually supportive?  
9. How can the language learning module of the adaptation programme be linked to INSA services? So that family migrants and beneficiaries of international protection can learn the language at a pace that suits them and move smoothly up the language ladder? 
10. What is INSA’s capacity to organise use-based language learning in cooperation with external partners (cultural and sporting institutions, non-profit organisations and employers)? 
11. What services will be needed in the future for language learners? How should the sustainability of results be supported, including in the EU financial period 2021–2027? 

Research Methodology and Validation Process:

To answer these research questions, the study of the Institute of Baltic Studies will combine qualitative and quantitative data collection and analysis methods. To this end, secondary sources and data will be analyzed. An online survey will be carried out. Additionally, interviews will be conducted with stakeholders and target groups. The results will be validated in a validation workshop with all relevant stakeholders.