VIIPEKEELE ÕPETAMINE, ÕPPIMINE JA HINDAMINE EESTIS CEFR-PÕHINE ÜLEVAADE
TEACHING, LEARNING AND ASSESSMENT OF SIGN LANGUAGE IN ESTONIA: A CEFR-BASED OVERVIEW

Summary/Abstract: Estonian Sign Language (EVK), formally recognized in 2007, is the first language of at least 1,500 people and is used by approximately 2,500 individuals in Estonia (Laiapea et al. 2002, Hein 2010). Despite this status and its inclusion in national language-policy documents, Estonian Sign Language teaching, learning, and assessment remain largely unsystematic. The lack of standardized curricula and coherent teacher-education pathways continues to limit the development of consistent pedagogical and assessment practices. This empirical study examines the current landscape of Estonian Sign Language education through the analytical lens of the Common European Framework of Reference for Languages (CEFR 2001, Raamdokument 2007) and related publication (CEFR/CV 2020, Sõsarväljaanne 2023). CEFR can-do statements and sign-language–adapted teacher-competence frameworks are used to structure and interpret the evidence. The study combines deductive and inductive qualitative thematic content analysis with document analysis and includes observations involving Deaf and hearing Estonian Sign Language teachers. Supplementary workshops and organizational consultations further clarify the institutional conditions shaping teaching and learning practices. All data were coded in MAXQDA and analyzed using the CEFR Companion Volume (CEFR/CV 2020, Sõsarväljaanne 2023) and sign-language–adapted CEFR resources developed through the ProSign project (Leeson et al. 2016). In addition, the Teacher Competences for Sign Languages in Education (ProSign Team 2018) framework was applied to map teacher competences and professionalization conditions. The findings indicate systemic shortcomings: limited and unevenly distributed pedagogical resources, fragmented professional learning opportunities, and inconsistent assessment practices. As the first overview of Estonian Sign Language education in Estonia, the study provides an empirical basis for raising awareness towards the development of curricula, assessment practices, and teacher-competence profiles.

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