This study aims to explain the positions regarding change in language of instruction in Russian-medium schools. The empirical basis for this article is a representative survey conducted in 2009 among pupils (n = 1026) and teachers (n = 548) in Estonia. The results indicate that in the case of teachers’ language proficiency, individual resources (citizenship, Estonian-language media) dominate over regional (ethnic composition) ones. Regarding pupils’ language proficiency, apart from individual factors (gender, Estonian-language media), school-level activities are essential (language immersion, teachers’ in-service training). While pupils’ positive attitudes towards education change are characterized by individual and school cultural resources, teachers’ attitudes are more autonomous and express general societal affiliation. The article suggests that the “cultural translation” ability of the relevant individuals and in the public turns out to have critical relevance in the context of implementing integration policy and in the communication of changes in education.
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