The paper explores the language ideologies surrounding the transition to Estonian-language education in Estonia, a country where linguistic issues are at the heart of public discourse due to its complex historical and geopolitical context. In light of the Estonian Government’s push for educational reform, debates surrounding the roles of both the Estonian and Russian languages have become more prominent. This study examines public discourses by analyzing articles published in both Estonian- and Russian-language traditional media, alongside reactions to them on social media platforms such as Facebook. By tracking these interactions, the study reveals a dynamic exchange, where content from one media source often prompts responses from the other. These conflicting discourses are grouped into three key themes: success stories, concerns about the potential threat to the Estonian language and culture, and restrictions on the use of language outside the classroom. Critical discourse analysis is employed as the method for analyzing these media sources, allowing for a nuanced understanding of the various perspectives at play. This research contributes to the broader understanding of language ideologies and the complexities surrounding language use in teaching and learning in post-Soviet societies.
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