标题：ATTITUDES OF RUSSIAN-MEDIUM SCHOOL LEARNERS AND THEIR TEACHERS TOWARDS PARTIAL ESTONIAN LANGUAGE INSTRUCTION BEFORE IMPLEMENTATION OF THE EDUCATION REFORM IN 2007
其他标题：VENE ÕPPEKEELEGA PÕHIKOOLI ÕPILASTE JA ÕPETAJATE HOIAKUD EESTIKEELSE AINEÕPPE SUHTES VAHETULT ENNE 2007.AASTA GÜMNAASIUMIREFORMI ALGUST
出版社：Eesti Rakenduslingvistika Ühing (Estonian Association for Applied Linguistics)
摘要：This article is concerned with the development of bilingual education in Estonia.The extended use of CLIL (Content and Language Integration Learning) in the Estonian school system is related to a recently implemented education reform.According to this reform as of the 2007–2008 academic year,Russian-medium upper secondary schools began teaching one subject in Estonian.Furthermore,every forthcoming academic year,one additional subject is required to be added to the curriculum taught in Estonian until the of cial language instruction reaches a minimum limit of 60 per cent in the 2011–2012 academic year.The present article is aimed at highlighting select ndings of a study conducted around 4–9 months before implementation of the education reform.The research data was gathered with the help of online questionnaires.Participants included 30 CLIL teachers and 815 Russian-speaking ninth grade students.The sample represented not only students from different parts of Estonia but also CLIL and non-CLIL students.This article focuses on exploring the attitudes of Russian-speaking ninth grade students and of Estonian CLIL teachers towards the education reform and studying in Estonian as a non-native language.Different aspects of student and teacher experience with CLIL are also analyzed,and both sides of CLIL – the positive and the negative – are shown from the respondents' perspective.The results revealed that about a half of the ninth grade students participating were psychologically ready to study a few subjects in Estonian at upper secondary school.However,most of the respondents preferred to continue their studies at upper secondary school in Russian as the main language of instruction.Analysing the factors promoting the development of positive student attitudes towards learning in Estonian as a second language,some regional differences as well as some differences in the opinions of CLIL and non-CLIL students,in favour of CLIL students,were revealed.Some of the Estonian CLIL teachers were against the implementation of the obligatory education reform,mostly due to their previous experience with CLIL.
其他摘要：Artiklis uuritakse kvantitatiivselt üheksanda klassi õpilaste ja neid eesti keeles õpetanud pedagoogide hoiakuid osalise eestikeelse aineõppe suhtes ning analüüsitakse,millised tegurid soodustavad õpilaste positiivsete hoiakute kujunemist eesti õppekeele suhtes,pöörates erilist tähelepanu uuringus täheldatud erinevusele osa õppeaineid eesti keeles omandanud ja kõiki õppeaineid vene keeles õppinud põhikoolilõpetajate hoiakute vahel.Artikli lõpuosas vaadeldakse kvalitatiivselt eestikeelse aineõppe positiivseid ja negatiivseid mõjusid,näidatakse probleeme,millega eestikeelses aineõppes osalenud õpilased ja õpetajad on kokku puutunud,ning tutvustatakse nende pakutud võimalikke lahendusi.Analüüs põhineb 2006/2007.õppeaastal läbiviidud kirjalikel küsitlustel vene õppekeelega põhikooli lõpetajate ja eestikeelses aineõppes osalenud õpetajate seas.
关键词：bilingual education;education reform;second language acquisition;Estonian as a second language
其他关键词：kakskeelne haridus;üleminek eestikeelsele õppele;teise keele omandamine;eesti keel teise keelena
