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

Authors:
Publisher website
Google Scholar
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.

This publication has 14 references indexed in Scilit: