Exploring constructivist social learning practices in aiding Russian-speaking teachers to learn Estonian: an action research approach

Abstract

Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget Somekh’s eight methodological principles of inclusive action research, demonstrates the ways in which Estonian language learning in mentoring dyads can better empower foreign-speaking teachers’ agency compared with traditional language classes.

Keywords:

• Estonia
• action research
• appreciative inquiry
• thresholds concepts
• intercultural learning
• constructivist social learning

Acknowledgements

The action research was based on the two-year mentoring programme co-financed from the European Social Fund: Mentori toel individuaalse keeleõppe projekt (‘Keeleõppe arendamine 2007–2010’ tegevuse 5.7. ‘Vene õppekeelega haridusasutuste pedagoogide ja juhtide eesti keele õpe’) [Project on individual language learning with the assistance of mentors (‘Development of language learning 2007–2010’ Action 5.7. ‘Estonian language learning for teachers and administrators of the education institutions, with Russian as the language of instruction’)].