Past Progressive,
Future Perfect
Some models for bilingual education
Virve Vihman & Birute Klaas
University of Tartu
Bi- and Multilingual Universities Conference
2 September, 2005
University of Helsinki
Past Progressive:
UT’s Multilingual History
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University of Tartu founded 1632
Latin period, 1632-1710
German period, 1802-1893
Russian period, 1893-1918
Estonian since 1919
Soviet period: parallel Estonian and Russian
curricula
Russian curricula until 2000
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Covered most main fields of study at UT:
Medicine, including Sports Medicine
Russian & Slavic Philology
Physics
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Exercise & Sport Sciences
Economics
Mathematics
Duplication of Estonian and Russian language
curricula
Russian-language secondary school graduates
Language study:
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Estonian as a Foreign Language: obligatory for Russianbased students, avg. 1-2 yrs, regardless of field of study
Russian as a Foreign Language: obligatory for Estonianbased students, avg. 1-2 years, regardless of field of study
Since 2000:
Russian Students at UT
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2000: Ministry of Education declares Estonian the
official language of study, with certain exceptions
Russian students 17-18% of the student body,
growing along with the general student population
Russian students studying in Estonian
Optional year of Estonian language study
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Need for additional year of language study is decreasing
Also possible to study Estonian as an optional subject
Estonian language year
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Available for all graduates of non-Estonian schools, whose
national language exam score was less than 60% (B-level)
2 semesters, 20 hours a week
103 students have taken the course since 2000-01
PLUS: Intensive language study, immersion
 Preparation for Estonian study in particular subject
 # of students needing Estonian language year has decreased,
whereas students of non-Estonian background have increased
 “Safe environment” for integration into university life
BUT: Lengthens period of study
 Postpones concentration in particular field of study
 Heterogenous classes in level of Estonian
Simple Present Tense:
Bilingual Study at UT (I)
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NARVA COLLEGE
NE Estonia: Vastly Russian-speaking region
Teacher training for Russian-based schools
2000: only Russ.; 2002: 35% Est.; 2005: over 50%
Basic principles guiding the change-over:
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Maintain and guarantee quality (teaching & language)
Minimal number of successful students must be reached
Also important to maintain high-level knowledge of
Russian language and culture, and to support the
large Russian-speaking minority (34.8% of Estonian
pop. as of 1999 census)
Simple Present Tense:
Bilingual Study at UT (I)
NARVA COLLEGE
2 models:
I. Courses in 3 languages (Russian, Estonian, Eng.):
simultaneous study in different languages highly
useful for developing language skills in context
II. 1 semester of subject-specific Estonian (e.g. public
administration), followed by mostly Estonian-based
education: study in Estonian strongly supports
language learning, part of the integration process of
Estonia’s Russian-speaking minority
Simple Present Tense:
Bilingual Study at UT (II)
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Faculty of MEDICINE
Target group: mostly Finnish students
(Estonian language learning not difficult)
First 2 years fully taught in English
Estonian language courses alongside
medical training (40 hours per semester)
3rd yr., Finnish students join Estonian groups
Numbers and success rates increasing
Simple Present Tense:
Bilingual Study at UT (III)
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Both NC and Med. Fac. draw on successful past
experiences of bilingual education
Both lead to Estonian language study:
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Assimilation, not diversification
BUT: The University Strategic Plan (2008) sets
internationalisation as a priority
Includes international education for home students,
teaching in foreign languages and mixed classrooms
No obligatory language study anymore (in any field)
Simple Present Tense:
English-language Study at UT
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Bachelor-level
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Masters-level
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8 semester programmes (Social Sciences, Law,
Humanities, Languages, Theology, Natural Science)
Including ~30 courses in English per semester, available
for both international and Estonian students
Baltic Studies MA (from fall 2005), English Philology MA
Around 50 courses taught in English
Doctoral studies
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Truly bi- or multilingual: all doctoral programmes include
some international collaboration, seminars in English, etc.
6 doctoral schools, all with international partners, visiting
lecturers and organisation of international seminars
Future Perfect:
Strategy and Development
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General Aims of Internationalisation
 Maintaining and improving academic quality
 Top-level international research (not the focus of this talk)
 Openness, tolerance
 Internationalisation at home: multicultural experience at UT
 Graduates prepared to enter the global workforce
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Measurable indicators
 1000 international students (2008)
 15 Masters programmes in foreign languages (2008)
 volume of international and industrial contracts > 150M EEK
 Join the top 100 European research universities
Future Perfect:
Developing English Options
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Priorities:
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Developing full masters degree programmes in English
Developing joint degrees
Emphasis on including English courses in core subjects
Maintenance of Estonian as language of higher education
Approved Masters programmes, from 2006:
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Biomedicine (Biology-Geography & Medicine)
Public Health Management (Medicine & Economics)
Perceived Internal Strengths
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Reputation for quality and tradition
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International networks
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Crucial in small country
Academic and administrative support
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World-class research in certain fields
All basic subjects taught, competence in broad range of fields
Traditions of multilingual teaching
Great strategic importance placed on internationalisation
Tartu, university town
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compact & cosy, with choice & variety
Perceived External
Opportunities
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European Union
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European Higher Education Reform
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Accession in 2004 simplifies access to Estonian higher education
Opportunities for participation in EU projects for education and research
Estonian participation in the Bologna process
New curricula support and motivate mobility, programmes for funding
mobility
Estonia
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Uniqueness, distinction: Interest in Estonian-specific language & culture
Demographic situation will force internationalisation, Estonia’s population
demographics are particularly critical, with numbers of graduates finishing
secondary education in 2008 dropping by 30% of today’s number
Perceived Internal
Weaknesses
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Motivation
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English language proficiency
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Staff overloaded with extra workload
Research given priority over teaching development
Money
Concerns regarding quality control
Confidence levels of staff with little experience in teaching in English
National University
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Flagbearer of Estonian HE, upholding Estonian teaching
Perceived threat of English-language teaching to Estonian
Perceived External Threats
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Demographic Situation
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Isolation and homogeneity of Tartu
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Both a plus and a minus
Increasingly competitive and aggressive international education
Estonia is not a top (obvious) destination for study abroad
Estonia as the periphery of Europe
Tartu as the provinces in Estonia, no direct access (through Tallinn)
National policy-making
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Difficulties associated with visas and residence permits
Small support for internationalisation activities
State-funded places in universities
The Way Forward
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Combined curricula: added value
Internationalisation through people
Both top-down and bottom-up processes are
crucial
Maintenance and support of Estonian as a
sustainable language of HE & research
Kiitos!