Võro ja seto keelevahetus XX–XXI sajandil Kas pöördumatu protsess?
Võro and Seto language shift in the 20th–21st century: An irreversible process?

Summary/Abstract: This article approaches the endangerment status of Võro and Seto from two main aspects: intergenerational language transmission and language teaching in schools. Despite the revitalisation efforts for Võro and Seto beginning 35 years ago, their overall situation has not seen significant improvement. Currently, there are very few children growing up in a Võro/Seto speaking home. In our survey, we focused on the mechanisms of intergenerational language transmission. This included identifying from whom different generations acquired their Võro/Seto proficiency and how many have passed the language on to their children. We also investigated experiences and attitudes towards learning the Võro/ Seto language in schools. A total of 660 individuals with Võro/Seto roots responded to the survey. The results indicate a steady language shift from Võro/Seto to Estonian since the 1960s. Võro and Seto have been relegated to the status of “granny languages”, with inconsistent usage resulting in partial acquisition and insufficient transmission to the next generation. Consequently, the role of kindergartens and schools in language learning is becoming increasingly important. However, current efforts have not been adequate to ensure sufficient proficiency among learners. Commentary on the survey revealed that the Võro/Seto language shift is mainly driven by a widespread negative attitude towards local languages, favouring the use of Standard Estonian. The shift to Estonian is for the most part a voluntary process, motivated by the speakers’ perceived inferiority (stemming from low prestige and limited domains of use for Võro/Seto) and a wish to provide a better future for their children. Reversing this process without state support is very difficult. Nonetheless, the majority of respondents expressed a need to protect the Võro/Seto language and supported its teaching in schools.

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