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 University of Tartu founded 1632 Latin period, German period, Russian period, Estonian since 1919 Soviet period: parallel Estonian and Russian curricula

Russian curricula until 2000 Covered most main fields of study at UT: Medicine, including Sports Medicine Exercise & Sport Sciences Russian & Slavic Philology Economics PhysicsMathematics Duplication of Estonian and Russian language curricula Russian-language secondary school graduates Language study: Estonian as a Foreign Language: obligatory for Russian- based students, avg. 1-2 yrs, regardless of field of study Russian as a Foreign Language: obligatory for Estonian- based students, avg. 1-2 years, regardless of field of study

Since 2000: Russian Students at UT 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 Need for additional year of language study is decreasing Also possible to study Estonian as an optional subject

Estonian language year 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 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) 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: 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) 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) Both NC and Med. Fac. draw on successful past experiences of bilingual education Both lead to Estonian language study:  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 Bachelor-level 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 Masters-level Baltic Studies MA (from fall 2005), English Philology MA Around 50 courses taught in English Doctoral studies 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 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 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 Priorities: 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: Biomedicine (Biology-Geography & Medicine) Public Health Management (Medicine & Economics)

Perceived Internal Strengths Reputation for quality and tradition World-class research in certain fields All basic subjects taught, competence in broad range of fields International networks Crucial in small country Academic and administrative support Traditions of multilingual teaching Great strategic importance placed on internationalisation Tartu, university town compact & cosy, with choice & variety

Perceived External Opportunities European Union Accession in 2004 simplifies access to Estonian higher education Opportunities for participation in EU projects for education and research European Higher Education Reform Estonian participation in the Bologna process New curricula support and motivate mobility, programmes for funding mobility Estonia 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 Motivation Staff overloaded with extra workload Research given priority over teaching development Money English language proficiency Concerns regarding quality control Confidence levels of staff with little experience in teaching in English National University Flagbearer of Estonian HE, upholding Estonian teaching Perceived threat of English-language teaching to Estonian

Perceived External Threats Demographic Situation Both a plus and a minus Increasingly competitive and aggressive international education Estonia is not a top (obvious) destination for study abroad Isolation and homogeneity of Tartu Estonia as the periphery of Europe Tartu as the provinces in Estonia, no direct access (through Tallinn) National policy-making Difficulties associated with visas and residence permits Small support for internationalisation activities State-funded places in universities

The Way Forward 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!