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Minorities’ Choice of Language of Instruction in Latvia The case of Russian and Polish minority parents Tatjana Cernakova Master of Philosophy in Comparative and International Educational Institute for Educational Research UNIVERSITY OF OSLO June 2014 II Minorities’ Choice of Language of Instruction in Latvia: the Case of Russian and Polish Minority Parents III © Tatjana Cernakova 2014 Minorities’ Choice of Language of Instruction in Latvia: the Case of Russian and Polish Minority Parents Tatjana Cernakova http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract The purpose of this study was to gain understanding of how linguistic minorities in Latvia make their choice on a language in education. Despite various minority groups having access to education in their mother tongue, some parents still prefer sending their children to mainstream educational institutions. Therefore, I questioned how education for linguistic minorities was organized in the Republic of Latvia and what parents’ motivations were when choosing a school for their children. Two minority groups Russians and Poles have been chosen because they enjoyed the best opportunities to maintain their mother tongue through education. The research problem was addressed qualitatively. Analysis of national policy documents as well as semi-structured interviews with two minority school directors and thirteen parents were employed in order to address the topic from different perspectives and increase trustworthiness and reliability. Analyzed data was then discussed inside the theoretical framework based on the main concepts of language, power and identity. The study found that the choice of a school is a complex decision-making process in which a number of factors play a role. However, language of instruction has found to be one of the most important factors for minority parents when choosing a school for their offspring. On the one hand, the intrinsic value of the native language and its significance to one’s identity has found to be the main factor for favouring minority schools. On the other hand, instrumental goals along with the desire to be accepted by the titular population are the main motivating factors for minority parents to choose mainstream educational institutions. Despite contextual differences and dissimilar interpretation of the aim of minority education in Latvia, both Poles and Russians evaluate positively their choice of a school and the education system in general. V VI Acknowledgements I would like to express my deep gratitude to my thesis advisor Dr. Heidi Biseth who helped me immensely throughout my thesis work. I greatly appreciate the time she took out of her active schedule in order to guide me, encourage and give useful critiques. My appreciation extends to other teachers at the department, the administrative staff and my fellow students. I would also like to thank the participants of my study who were open to share their points of view with me. Without them this study would not be possible. Lastly, I would like to thank all my family, especially my husband, for their support. Without their patience, encouragement and presence I would never have been able to carry out this piece of work. Tatjana Cernakova Oslo, June 2014 VII VIII Table of contents 1 Introduction ........................................................................................................................ 2 1.1 Objective of the study .................................................................................................. 3 1.2 Outline of the thesis ..................................................................................................... 4 1.3 Limitations ................................................................................................................... 5 2 Contextualization and Literature Review ........................................................................... 6 2.1 Background information on minority education.......................................................... 6 2.2 Historical overview of minority education .................................................................. 8 2.2.1 Minority education in pre-war years .................................................................... 9 2.2.2 Education in the Soviet period ........................................................................... 10 2.2.3 Education reforms in Perestroika and independent Latvia ................................. 11 2.3 Literature review ........................................................................................................ 13 2.3.1 Acculturation strategies and language choice in Latvia ..................................... 14 2.3.2 Experts’ views on bilingual education policies in Latvia................................... 17 3 Theoretical Framework .................................................................................................... 20 3.1 Introduction ............................................................................................................... 20 3.2 Monolingualism versus multilingualism ................................................................... 21 3.3 Language and power .................................................................................................. 23 3.4 Language and identity................................................................................................ 28 3.5 Language issues in education .................................................................................... 30 3.5.1 Minority language in education .......................................................................... 30 3.5.2 Bilingual education ............................................................................................ 32 4 Research Methodology ..................................................................................................... 34 4.1 Design ........................................................................................................................ 34 4.2 Sample ....................................................................................................................... 36 4.3 Interviews .................................................................................................................. 39 4.4 Documentary analysis ................................................................................................ 41 4.5 The role of the researcher .......................................................................................... 42 4.6 Reliability and validity .............................................................................................. 44 4.7 Ethical considerations ................................................................................................ 46 5 Minority Education in Latvia: Policy and Practice .......................................................... 48 5.1 Legal basis for minority education ............................................................................ 48 IX 5.2 Bilingual education programmes in Russian and Polish schools .............................. 53 5.2.1 Establishment of the schools .............................................................................. 53 5.2.2 Primary education programmes for minorities ................................................... 55 5.2.3 Challenges faced by the minority schools .......................................................... 60 6 Choice of Language of Instruction and Attitude towards Education Policies ................. 63 6.1 Mothers as decision makers ....................................................................................... 63 6.2 Minority schools ........................................................................................................ 67 6.2.1 Intrinsic and instrumental motives ..................................................................... 67 6.2.2 Advantages and weaknesses of minority education ........................................... 71 6.3 Mainstream schools ................................................................................................... 77 6.3.1 Russian-speakers ................................................................................................ 77 6.3.2 Polish-speakers ................................................................................................... 79 7 Discussion and Concluding Remarks ............................................................................... 83 7.1 How is education organized for Russian and Polish minority groups? ..................... 83 7.2 What are parents’ motivations and attitudes when choosing a school?..................... 86 7.2.1 Minority school .................................................................................................. 87 7.2.2 Majority school .................................................................................................. 88 7.3 Key findings .............................................................................................................. 90 References ................................................................................................................................ 92 Appendix 1 ............................................................................................................................. 101 Appendix 2 ............................................................................................................................. 107 Appendix 3 ............................................................................................................................
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