Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School
After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, during the last 27 years the separate school system has...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Cogitatio
2017-12-01
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| Series: | Social Inclusion |
| Subjects: | |
| Online Access: | https://www.cogitatiopress.com/socialinclusion/article/view/1149 |
| _version_ | 1818012492665716736 |
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| author | Svetlana L’nyavskiy-Ekelund Maarja Siiner |
| author_facet | Svetlana L’nyavskiy-Ekelund Maarja Siiner |
| author_sort | Svetlana L’nyavskiy-Ekelund |
| collection | DOAJ |
| description | After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, during the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and targeting trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done. |
| first_indexed | 2024-04-14T06:20:49Z |
| format | Article |
| id | doaj.art-c8a7de7ffdd1490fa0c11de0e4be0be4 |
| institution | Directory Open Access Journal |
| issn | 2183-2803 |
| language | English |
| last_indexed | 2024-04-14T06:20:49Z |
| publishDate | 2017-12-01 |
| publisher | Cogitatio |
| record_format | Article |
| series | Social Inclusion |
| spelling | doaj.art-c8a7de7ffdd1490fa0c11de0e4be0be42022-12-22T02:08:02ZengCogitatioSocial Inclusion2183-28032017-12-01549810710.17645/si.v5i4.1149627Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private SchoolSvetlana L’nyavskiy-Ekelund0Maarja Siiner1Centre for Language and Literature, Lund University, SwedenCenter for Multilingualism in the Society across the Lifespan, University of Oslo, NorwayAfter the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, during the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and targeting trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done.https://www.cogitatiopress.com/socialinclusion/article/view/1149democratizationEstoniaintegrated schoollanguage acquisition planningmultilingual habitussocial inclusion |
| spellingShingle | Svetlana L’nyavskiy-Ekelund Maarja Siiner Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School Social Inclusion democratization Estonia integrated school language acquisition planning multilingual habitus social inclusion |
| title | Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School |
| title_full | Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School |
| title_fullStr | Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School |
| title_full_unstemmed | Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School |
| title_short | Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School |
| title_sort | fostering social inclusion through multilingual habitus in estonia a case study of the open school of kalamaja and the sakala private school |
| topic | democratization Estonia integrated school language acquisition planning multilingual habitus social inclusion |
| url | https://www.cogitatiopress.com/socialinclusion/article/view/1149 |
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