When language becomes power

Russian-speaking teachers in the bilingual general education system in Estonia

Datos Bibliográficos

ID11166350
AutoresTatjana Kiilo (University of Tartu, autor de correspondencia), Dagmar Kutsar (0000-0003-1320-3344, University of Tartu)
Año2012
Volumen33
Número2
Páginas245-262
Fecha de publicación2012-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBritish Journal of Sociology of Education (JOURNAL)
Identificadores de la revistaISSN: 0142-5692 • E-ISSN: 1465-3346
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2011.649834
OpenAlexW2061096476
IdiomaEN
Citas recibidas5
Referencias citadas23

After the re-establishment of independent Estonian statehood in 1991, Russian lost its privileges as the dominant and official language in Estonia, and Estonian continued as the only official language. This paper attempts to map the position of a Russian-speaking teacher within the sociological categories of power and language, based on the analysis of legislative acts and strategic documents within the domain of language policy and language legitimization practices in historical retrospective. The main focus of the study stresses an attempt to elaborate on to what extent the low self-efficacy of Russian-speaking teachers as the agents of legitimization of the Estonian language in Russian-speaking schools, and their low position in power relations within the Estonian education system, can be explained in the categories of power and language, as conceptualized on the basis of the social theory of Bourdieu

Economics · Estonian · Focus (optics · Language education · Language policy · Legislature · Linguistics · Pedagogy · Political science · Politics · Position (finance · Power (physics · Power structure · Russian language · Sociology · Symbolic power · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Multilingual Education and Policy