标题：TRANSITION TO STATE-LANGUAGE INSTRUCTION IN UPPER SECONDARY SCHOOLS ACCORDING TO ALUMNI: Q-METHODOLOGICAL DISCOURSE ANALYSIS OF INDIVIDUAL POSITIONS
出版社：Eesti Rakenduslingvistika Ühing (Estonian Association for Applied Linguistics)
摘要：This article deals with discourses related to the transition to Estonian as the language of instruction in the currently Russian-medium upper secondary schools,based on Q-methodological semi-formalised interviews with alumni (42) of Russianmedium schools in three Estonian regions and,for a comparison,in Latvia.Since Q-methodology combines qualitative and quantitative approaches it enabled the authors to conceive subjective meanings as well as patterns therein (discourses) as they relate to this complex topic.The analysis distinguished four discourses based on the interviewees’ agreement with the 63 statements that they were asked to sort (evaluate) and on which they were asked to comment selectively.The most represented discourse (21 individuals representing all the four regions) was ‘valuing the availability of linguistic alternatives’.This title refers to the position that two state languages would eliminate problems rather than create them;agreeing that English was instrumentally more advantageous than Estonian;and valuing the students’ right to choose their language of instruction.Somewhat similar was the ‘resistance to homogenisation’ discourse,represented by four individuals from Estonia,although within this discourse,the critique focused more on instruction (in Estonian) itself (e.g.,as detrimental to the student motivation).However,the general necessity for the Russian-speaking population to learn Estonian was also doubted.The ‘linguistic and cultural distanciation’ discourse (two representatives from Estonia) additionally expressed personal pessimism both regarding the state policies and as related to personal mono-linguistic and mono-cultural preferences.Opposed to the previous was the ‘satisfaction with one’s language proficiency and own integration’ discourse,represented by the second largest number of individuals (13),six of whom were from Latvia.This pattern of positions expressed personal optimism as well as agreement with official arguments on the benefits of state language skills and a change of instruction language.
其他摘要：Artikkel keskendub diskursustele,mis on seotud riigikeelsele gümnaasiumiõppele üleminekuga senistes vene õppekeelega gümnaasiumites.Empiiriliseks ülesandeks on analüüsida teiskeelse õppega seotud positsioone venekeelsete koolide vilistlaste kogemuste põhjal.Metodoloogiliseks eesmärgiks on selgitada kvantitatiivse Q-metodoloogilise analüüsi võimalusi peamiselt kvalitatiivse diskursusanalüüsi kontekstis.Uuring põhineb Q-metodoloogilistel intervjuudel,mis viidi 2010.aastal läbi neljas piirkonnas (Tallinn,Ida-Virumaa,Tartu,Läti) vene õppekeelega gümnaasiumite vilistlaste seas (n = 42).Selgitatakse nelja riigikeelsele õppele üleminekut iseloomustavat diskursust,mis analüüsis eristusid: “keeleliste valikuvõimaluste tähtsustamine”,“rahulolu oma keeleoskuse ja integreeritusega”,“vastuseis homogeniseerimisele” ning “keeleline ja kultuuriline suletus”.*.
关键词：language politics;education politics;interethnic relationships;transition to state language instruction;Q-methodology;discourse analysis;Russian language;Estonian language;Latvian language
其他关键词：keelepoliitika;hariduspoliitika;rahvussuhted;riigikeelsele õppele üleminek;Q-metodoloogia;diskursusanalüüs;vene keel;eesti keel;läti keel
