FOLKLORE COMPETENCE IN THE REPRESENTATION OF CULTURAL IDENTITY IN SECONDARY SCHOOL STUDENTS’ ESSAYS

The article, using the theory of conceptual analysis and principles SOLO (Structure Observed Learning Outcomes) taxonomy, analyses manifestations folklore competence in essays secondary school students, available corpus www.korpuss.lv. levels were determined by analysing use lexemes belonging to semantic field students’ essays. Out 157 (or 34%) containing folklore, majority (i.e. 43%) show lowest level with domination naming function without further elaboration, or is limited a broader elaboration just one element any perceived correlation context. At second that can be observed 45 (29%), students ability not only name but also classify into simpler systems 2- 3 realia folklore. third represented 9 6%), reason, analyse, explain causes, integrate, infer identify problems 4-6 overview written 2018 shows most pupils’ interests are related events dedicated Latvia’s centenary, particular Latvian Song Dance Festival, which typologically connected folk songs Cabinet Dainas (‘dainu skapis’) collected Krisjanis Barons. In terms genres, pupils have mostly stayed genre fairy tale, dominates at first (43 out 100 essays), it often merges understanding literary tale subject formal application genres. study its highest possible more convincingly demonstrated from minority schools, may explained socio-cultural building content included curricula.