“My English Skills Are a Huge Benefit to Me”: What Local Students’ Narratives Reveal About Language Ideologies at the University of Tartu

This study investigates how Estonian L1 students with high self-perceived English proficiency experience and (re)produce the language ideological regime at the University of Tartu. Situated within the broader context of globalization and Englishization in higher education, and informed by scholarships on language ideologies, critical language policy, and stakeholder perspectives within EMI, the study explores how students position themselves in relation to their peers and academic staff, and how they evaluate the advantages and challenges associated with different language repertoires. The analysis is based on 17 semi-structured interviews conducted in 2024 with students enrolled in Estonian-medium programs that incorporate English expectations and practices. Findings show that students perceive their repertoire as an asset, granting full access to academic content and networks. Yet, their accounts also reveal challenges related to academic literacy. Students position themselves as competent users of English and sometimes question the legitimacy of those with perceived weaker skills. The study highlights how English privilege and native-speakerism intersect to shape perceptions of academic competence and authority. It calls for great attention to stratifying language ideologies to foster more inclusive and equitable academic environments.