In this insightful piece, education sociologist Jüri Ginter reflects on a question posed by his daughter regarding the necessity of learning a second foreign language, referred to as 'B,' in schools. This inquiry surprises him, given his own background of knowing multiple foreign languages, yet he acknowledges that practical usage was minimal during his own learning experiences. Ginter portrays how foreign language education might be perceived by students, especially if they struggle to see relevance in real-world application.

He delves deeper into the educational policies surrounding foreign language requirements in Estonia, contemplating their effectiveness and real-world importance. The article encourages a re-examination of language teaching in schools, questioning if such mandates truly enrich students' cognitive abilities or merely follow outdated educational frameworks. Ginter's perspective aligns with a growing discourse on modernizing education to better serve current and future students.

Furthermore, Ginter's reflections could imply a push towards a more tailored educational approach that prioritizes practical language skills over mere completion of curriculum requirements. With Estonia being a multicultural society, the implications of this inquiry extend beyond academic performance to the integration and social competencies of future generations, making it a relevant discussion for policymakers and educators alike.