• In a language immersion program, at least 50% of subjects are studied in the target language (in this case Estonian). The methodology permits children to gain proficiency in the Estonian language while also developing their mother tongue.
  
• In the case of total early immersion, learning begins in kindergarten or the first grade, and all subjects are studied in Estonian. The teaching of Russian as a mother tongue begins in the second half of grade two. From grade four, the proportion of subjects taught in Russian increases. In grade five, the proportion of subjects taught in Estonian falls to 50%. In grade 6, in addition to the study of a third language such as English, half of the subjects are in Russian, half in Estonian.
  
• In the case of late immersion, grade six is the preparatory year where the volume of Estonian language classes and subjects taught in Estonian increase. In grades seven and eight, the proportion of classes taught in Estonian increases to 76% of the curriculum. The remaining 24% includes Russian as a mother tongue and a third language such as English.

• Immersion programs were first introduced in 1965 near Montreal, Canada. The objective was to provide English-speaking students living in the predominantly francophone province of Quebec with the opportunity of learning French, the only official language of Quebec.
• Immersion programs have been very successful in Canada. There are now approximately 300,000 students enrolled in these programs. Based on the Canadian experience, immersion programs have been instituted in many different countries, including Finland, Japan, Australia, Spain and the United States.

They are:

• advanced levels of functional proficiency in the Estonian language (in reading, writing, speech and listening comprehension);
• age-appropriate levels of Russian-language competence;
• grade-appropriate levels of academic achievement in non-language subjects, such as mathematics;
• an understanding and appreciation of the Estonian and Russian cultures;
• strong skills in a third language; and
• the broadening of non-Estonians’ opportunities to participate in Estonian economic and socio-political life.

• Children with different abilities may study in language immersion classes. Children with a ‘C’ average will usually obtain a ‘C’ average in the immersion program; however, they gain the added benefit of an additional language.
• Children applying to the program are not tested prior to entry.
• Children wishing to enter the late immersion program should have at least a ‘B’ grade in Estonian in the fifth grade. The student should be enthusiastic about the program, and prepared for the challenge.
  

• International research has shown that the acquisition of a second language is not detrimental to overall scholastic achievement. In contrast to ordinary schools, language is not just studied as a subject per se, but is used to study other subjects (mathematics, geography, etc.).

• Parents do not need to speak the immersion language in order to support their child.
• In the case of early immersion, it is very important for parents to read with their child regularly in their mother tongue.
• Parents’ support is expressed in everyday conversations about activities at school and by encouraging their child.
• It is important to visit Estonian-language cultural and sports events with one’s child, and encourage children to watch Estonian television programs.

• Parents should not attempt to teach Estonian to their child at home.
• Parents should not re-teach the day’s material in Russian in the evening.
• Parents should not demand that their child translate Estonian- or Russian-language study material word for word.
  

• Irene Käosaar, Estonian Program Manager, tel. (372) 605 7250.
• Peeter Mehisto, Canadian Project Manager, tel. (372) 605 7250.