According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Resear... more According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the stakeholders themselves relate to the education innovation. The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.
The aim of the study is to describe and explicate, using critical text analysis, how the socially... more The aim of the study is to describe and explicate, using critical text analysis, how the socially weighty discourse of giftedness has been constructed historically and how it manifests in the media texts of the digital era. The diachronic analysis is based on the media texts of the 1890s–1990s stored in the Corpus of Standard Estonian, while the synchronic analysis applies to texts found in Delfi.ee. The results highlight the main media discourses dealing with giftedness, the relevant terms and expressions, and the social relations and meanings brought up in the media in connection with the topic. The study reveals that through history, the giftedness discourse has been subject to changes and, constructed with specific linguistic means, it plays an important role in modern social arrangements.
Proceedings of the Tallinn University Institute of Estonian Language and Culture:Studies in Language Acquisition, Learning, and Corpora 16, 103-114, 2014
In the framework of the Natural Models approach to learning Estonian (see Kerge, Uusen, Põlda 201... more In the framework of the Natural Models approach to learning Estonian (see Kerge, Uusen, Põlda 2014; Pajupuu et al. 2010), examples of highly educated non-philologist native adult speech and writing, rather than ideal edited standard language use, are considered the benchmarks to be striven for . To improve both teaching and assessing writing, the vocabulary parameters of creative writings of Estonian L1 students from grades 5, 7, 9, and 11 and the vocabulary parameters of writings of L2 writers with certię ed A2-, B1-, B2-, and C1-level proficiencies are compared to this benchmark. It is found that, although most adults must have more experience than young students, even at the C1-level, the L2 lexicon of L2 writers is strikingly poorer than the lexicon of native educated adults or even upper secondary students.
According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Resear... more According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the stakeholders themselves relate to the education innovation. The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.
The aim of the study is to describe and explicate, using critical text analysis, how the socially... more The aim of the study is to describe and explicate, using critical text analysis, how the socially weighty discourse of giftedness has been constructed historically and how it manifests in the media texts of the digital era. The diachronic analysis is based on the media texts of the 1890s–1990s stored in the Corpus of Standard Estonian, while the synchronic analysis applies to texts found in Delfi.ee. The results highlight the main media discourses dealing with giftedness, the relevant terms and expressions, and the social relations and meanings brought up in the media in connection with the topic. The study reveals that through history, the giftedness discourse has been subject to changes and, constructed with specific linguistic means, it plays an important role in modern social arrangements.
Proceedings of the Tallinn University Institute of Estonian Language and Culture:Studies in Language Acquisition, Learning, and Corpora 16, 103-114, 2014
In the framework of the Natural Models approach to learning Estonian (see Kerge, Uusen, Põlda 201... more In the framework of the Natural Models approach to learning Estonian (see Kerge, Uusen, Põlda 2014; Pajupuu et al. 2010), examples of highly educated non-philologist native adult speech and writing, rather than ideal edited standard language use, are considered the benchmarks to be striven for . To improve both teaching and assessing writing, the vocabulary parameters of creative writings of Estonian L1 students from grades 5, 7, 9, and 11 and the vocabulary parameters of writings of L2 writers with certię ed A2-, B1-, B2-, and C1-level proficiencies are compared to this benchmark. It is found that, although most adults must have more experience than young students, even at the C1-level, the L2 lexicon of L2 writers is strikingly poorer than the lexicon of native educated adults or even upper secondary students.
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The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.
The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.