This study aims to explain the positions regarding change in language of instruction in Russian-medium schools. The empirical basis for this article is a representative survey conducted in 2009 among pupils (n = 1026) and teachers (n = 548) in Estonia. The results indicate that in the case of teachers' language proficiency, individual resources (citizenship, Estonian-language media) dominate over regional (ethnic composition) ones. Regarding pupils' language proficiency, apart from individual factors (gender, Estonian-language media), school-level activities are essential (language immersion, teachers' in-service training). While pupils' positive attitudes towards education change are characterized by individual and school cultural resources, teachers' attitudes are more autonomous and express general societal affiliation. The article suggests that the "cultural translation" ability of the relevant individuals and in the public turns out to have critical relevance in the context of implementing integration policy and in the communication of changes in education.

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This study concentrates on one of the most drastic changes in Estonian language policy since the country regained its independence-the change in the language of instruction in Russian-medium schools. The Estonian example is rather unique internationally since the minority group can choose different languages of instruction for schooling. We focus on students' ethno-cultural self-descriptions as one indicator for studying the change in the language of instruction. We use the online interview method as an empirical basis; the sample consists of graduates from upper-secondary schools/classes with various languages of instruction (Estonian, Russian, language immersion) situated in various regions of Estonia (monolingual vs bilingual everyday setting; n = 14). The results of the analysis reveal the relationships between ethno-cultural self-descriptions and attitudes to the changes in the language of instruction. The ethno-cultural self-descriptions in turn are expressed in terms of general social affiliation (media habits, future plans and affiliation with Estonia). We conclude that the transition to Estonian-language instruction has failed in terms of communication, since a focus on instrumental rather than ethno-cultural issues can lead to the weak social affiliation of individual students.

Artiklis analüüsitakse vene emakeelega abiturientide etnokultuurilise identiteedi kujunemist eri õppekeelte kontekstis. Etnokultuurilist identiteeti on artiklis mõistetud kompleksse sotsiaalpsühholoogise (Verkuyten, 2005) ja kommunikatiivse nähtusena (Luhmann, 2002). Empiirilise alusena on kasutatud kirjaliku võrguintervjuu meetodit. Valimi moodustavad eesti ja eesti-vene õppekeelega ning keelekümblust kasutavate koolide/klasside abituriendid (n = 14), kes on pärit Eesti eri piirkondadest (Tallinnast, Tartust, Ida-Virumaalt). Vastuseid otsitakse järgmistele uurimisküsimustele: 1) millised on noorte etnokultuurilised enesemääratlusviisid? 2) milline on õppekeele osa etnokultuuriliste enesemääratlusviiside kujunemisel? Analüüsis eristus kolm enesemääratlusviisi: kindel vene etnokultuuriline, ebakindel eesti-vene ning alternatiivne, ambivalentne identiteet. Analüüs näitab, et ei ametlik õppekeel ega ka õppekeelega rahulolu ei määra otseselt, kellena ja milliste tunnuste kaudu end määratletakse, küll aga võib kool toetada keele kui olulise identiteedi referentsi oskust ning õpilaste keelelise ja kultuurilise tõlkimise võimet. Summary