Theory

The number of Ukrainian students in Estonian schools has been increasing in recent years, as consequence of more acceptance of war refugees. Students with different mother tongue and cultural backgrounds in Estonian schools need support for copying without losing their learning motivation. Thus, efficient language teaching approaches would facilitate acquiring the language of instruction and support refugee students’ progress at school and their interaction in general. 

Second language acquisition has been studied by various researchers and scholars across different fields (Baker, 2011; Cummins 2021). A bilingual student is defined as someone whose native language differs from the languages they study in, and who understands, speaks, reads, and writes in two languages. Linguistic and cultural diversity of bilingual students is more than ever considered richness and opportunity, and these students should be supported in acquiring a new language and achieving both linguistic and cultural success (Wei, 2007).

A language learning approach integrates language and culture, emphasizing the importance of cultural awareness and intercultural communication (Gogolin, 2019). Learning approach is a set of assumptions about the language and language learning, whereas learning method presents the language material to be learned and practiced (Richards et al., et al., 2014). There are several various approaches which facilitate the process of acquiring a second language, for example, grammar-translation approach, direct approach, task-based language learning, however, the most widely spread approach tends to be communicative language teaching (CLT) (Savignon, 2017, Kitsnik, 2019).

Communicativeness plays a great role in learning since a new language is acquired best by interacting with others in language environment. CLT focuses on students’ practical communication competence and shapes the students’ oral communication skills (Kitsnik, 2017; Padrik & Hallap, 2020). Students are given practical tasks to facilitate communication, enhance communication skills and boost linguistic competence. CLT emphasizes primary learning skills and numerous visual and auditive materials to promote learning through senses (Otte, 2023).

CLT involves several methods, for example, gamification, which makes vocabulary and grammar learning exciting and includes students in interactive activities which involve responding, participating, and collaborating for achieving a specific goal (Kitsnik, 2019). Content and language integrated learning (CLIL) is a language learning approach for acquiring a second language through learning a subject in the target language (Kummins, 2021; Argus et al. 2021). CLIL has several different methods enabling bilingual students to communicate in a second language as freely as in their native language (Lambert, 2014).    

Due to the war crisis in Ukraine, Estonian schools are making efforts to integrate Ukrainian pupils into language classes in Estonian pre-schools, basic schools and secondary schools (Haridus- ja Teadusministeerium, 2024). According to the report of Estonian Foresight Centre, 57% of the Ukrainian refugee pupils have adapted to the new school situation well or generally well. The biggest challenges are language barrier, bilingual classrooms as well as differences of the National Curriculums of Estonia and Ukraine (Estonian Foresight Centre, 2024).

Research reveals that primary school teachers use various approaches and methods to teach bilingual students. Efficient language teaching approaches would promote refugee students’ better acquisition of the Estonian language, enhance their adaption to the new country and support their general interaction and copying Argus et al., 2021). The aim of this study was to find out which language teaching approaches and methods Estonian primary school teachers apply for teaching Estonian as a second language to students with Ukrainian mother tongue. The research questions were as follows: 1) Which teaching approaches and methods do primary school teachers consider efficient when teaching Estonian as a second language to the Ukrainian refugee students? 2) What suggestion do primary school teacher make for improving second language teaching.

Methodology 1.1 Sample The study was conducted among the Estonian primary school teachers. The choice of participants considered two criteria: the teacher has experience in teaching Estonian to bilingual students at primary school, and in teaching Estonian as a second language to Ukrainian refugee students at least for one year. Data was collected by interviewing 12 primary school teachers instructing Estonian as a second language to bilingual students at the age of 7–9 years. The teachers’ average teaching experience of Estonian as a second language was 8.1 years, their general teaching experience was 13,9 years, and their experience in teaching Ukrainian refugee students varied from 1 to 3 years. To examine the primary school teachers’ opinions of language teaching approaches applied, qualitative content analysis was used. The primary school teachers’ agreement to voluntarily participate in the study was achieved, the interviewees were informed about the nature and ethics of the research. To ensure the anonymity of the interviewees, all analysed data were encoded and no personal information was included. The interviewees’ names were substituted with codes in the description of results (e.g. T1, T6). 1.2 Data collection and analyses The semi-structured interview consisted of four introductory questions and 12 main questions. The first 10 main questions inquired primary school teachers’ opinions of their teaching approaches and methods used for teaching Ukrainian refugee students (e.g., ‘Which teaching approaches and methods have you applied for teaching Estonian to Ukrainian students?’). In the second part, two questions focused on primary school teachers’ suggestions for improving teaching Estonian as a second language to Ukrainian refugee students (e.g., What are the aspects of teaching a second language that need more focus?). At the end of the interviews, teachers could elaborate on their previous answers. Qualitative content analysis was used to analyse the primary school teachers’ description of their approaches and methods for teaching Estonian as a second language to bilingual students. This method allows flexible approach, providing a profound account of the data (Mayring, 2014). First, the authors of the article cross-checked the transcripts. Next, meaningful units of analysis (phrases and sentences) were highlighted and initial codes were generated. Two authors independently coded all the interviews to enhance the trustworthiness of the study. Discussions enabled the authors to develop the systematic coding process as well as identify, review and refine the sub-categories and main categories (Braun & Clarke, 2014).

Conclusions The research reveals that primary school teachers use mostly communicative methods and combined approach when teaching Estonian as the second language to Ukrainian refugee students. Interactive methods, as well as content and language integrated learning were preferred. According to the teachers, communicative methods help students to acquire a language through motivated communication, whereas combined methods regard students’ interests as well as their language level. The teachers considered important to create safe and student-friendly environment in the classroom to encourage students’ communication. To provoke communication, the teachers use gap-fill questions, discussions, open-ended dialogues, role-plays, imitation, pictures and repetition of basic everyday expressions. Different games, pair work and group work, practical activities and acting out different scenarios as well as learning through multiple senses tend to be the most combined methods. It can be concluded that he teachers mostly pay attention to oral expression, they do not focus so much on developing students’ reading and writing skills at the first phases of second language learning. Some teachers believe that grammar translation method helps students better understand the language context and supports reading skills. However, traditional methods like grammar-translation method do not focus enough on practical language use, whereas the learners should use language effectively in real-life situations. The teachers suggested that varied study materials would promote second language acquisition by motivating students and offering them appropriate challenges. Integration between language teaching and subject teaching would enable students to better comprehend how the language works in the context. Nevertheless, teachers themselves should evaluate the complexity of the texts, consider students level and differentiate tasks to keep students motivated. Next, focus should be turned to the study materials which would map second language teachers’ and the Ukrainian refugee students’ needs and concerns, focusing on the possibilities for language and subject teaching further integration.

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