Learning Estonian is often discussed from the perspective of adults, but young people themselves are asked much less frequently what actually motivates them to learn the language and what makes this journey worthwhile. I spoke with four young people aged 14–17 who live in Tartu and whose native language is not Estonian. Although their language proficiency varies, several common themes emerged from their responses.
Young people consider practical need to be their strongest source of motivation. Proficiency in Estonian helps them get by in everyday life—that is, communicate with others, study, find a job in the future—and opens up more opportunities. One young person said that they are learning Estonian because they want to work in Estonia in the future. Another noted that they want to live in Estonia and therefore consider language proficiency very important.
For many young people, language learning is not just about mastering words and grammar rules. Through language, they also learn about people, culture, and the world itself. They also value the opportunity to travel within the country and communicate with different people in their native languages. One young person recalled how, during an international project, it was precisely their language skills that helped them ask for help when needed and cope with the situation.
One key word—or rather, concept—came up most frequently in the responses: practice. Young people feel that learning solely in the classroom is not enough. They would like more real-life situations in which to use the language. Above all, what helps young people is speaking with native speakers, participating in extracurricular activities, watching movies, listening to music, or simply interacting with others in Estonian. In their view, learning a language becomes much easier when there is a natural need to use it.
At the same time, the young people also pointed out several obstacles. Learning the language is made difficult by its complex grammar, particularly declensions and inflections. Social experiences have an even greater impact on motivation. One young person described feeling uncomfortable when people correct their Estonian rudely or treat their mistakes with condescension. Another pointed out that sometimes
people simply finish their sentences for them before they have a chance to respond. Such situations dampen the courage to speak Estonian, even when there is a desire to learn.
Interestingly, none of the young people considered school a poor place for language learning. Rather, they felt that school provides a good foundation, but that alone is not enough. They wanted more practical communication, engaging lessons, and opportunities to use the language in a safe environment. One young person recalled that they enjoyed Estonian language classes precisely when the teacher made them engaging and interesting.
When I asked what better Estonian language skills would change in their lives, the answers varied. For some, it would mean better grades and more self-confidence; for others, better job opportunities or even the chance to participate in the Estonian Language Olympiad. One young person simply said that good language skills would give them the freedom to go and study wherever they wanted.
The responses from these four young people show that they are motivated to learn Estonian. What inspires them most is real-life experience—that is, the opportunity to communicate, learn, work, and be part of Estoniansociety. At the same time , they need a supportive environment where making mistakes is a natural partof learning. Often, the biggest obstacle isn’t the language itself, but whether the young person feels safe using it.
The interview was conducted and the article was written by Liisa Tammoja, a youth worker at the Anne Youth Center
