During the transition to Estonian-language education, people who wanted to contribute to the reform started working in Russian-language schools. However, they lacked knowledge about teaching Russian-speaking children. As a result, many have left this job.
Aurika Meimre, coordinator of the Tallinn Education Department, says that many people without pedagogical education have come to schools. They also lack knowledge on how to teach both the subject and the language simultaneously.
Integrated subject and language learning (LAK-learning) is a method where the language and subject are learned simultaneously. It has been used in Estonia since 2000. Now, all teachers working in transition schools should master this method.
In universities, language teaching methods are taught only to language teachers. Classroom teachers and kindergarten teachers rarely receive such training. Although preparations for the transition to Estonian-language education began four years ago, language teaching methods have not yet been included in the training of other teachers.
The state emphasizes supplementary training. The Ministry of Education funds 17 LAK-learning methodology centers. These help teachers working with non-native speaking children.
The Ministry of Education has started negotiations with universities. The goal is to include LAK-learning in all teacher training curricula. However, changing curricula is a lengthy process.
Helna Karu from the Ministry of Education says that LAK-learning has been taught as supplementary training. Changing university curricula takes time. Students get an overview of all methods and later choose the most suitable ones.
According to Aurika Meimre, there was no readiness at the beginning of the reform to teach LAK-learning to more teachers. Teachers also lacked teaching materials. Therefore, a methodology center was opened in Tallinn to share knowledge about LAK-learning.
If a teacher does not know how to teach a child with limited Estonian language skills, they often resort to translation. However, this does not help the child learn the language. The child does not make an effort, feeling that translation is easier.
The lack of teacher knowledge is particularly evident in adapting teaching materials. Lesson preparation takes a lot of time. Every year, it has to start anew because the children are different.
Starting this autumn, the University of Tartu will begin teaching language learning methods to all teachers. The goal is for every teacher to feel like a language teacher as well.
At Tallinn University, changes to curricula depend on the faculty of each specialty. Language professor Reili Argus says that teachers should know more about LAK-learning. However, curricula are already full of other important topics.
In Narva, individual support is offered to teachers. A methodology center is being opened there to help subject teachers with LAK-learning topics. Support is provided practically, for example, in preparing lessons.
According to Helna Karu from the Ministry of Education, the situation regarding teaching language learning methods is good. Universities have done a lot to support teachers in transition schools. There is great interest in training.