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Abstract
This study aims to investigate the role of mediation in the learning process from a sociocultural perspective, activity theory in particular. This study was carried out in a primary English immersion school within the CCUEI Programs in Mainland China. Data were collected mainly through observations and interviews, which were then supplemented by field notes. Techniques of discourse analysis were used to analyze the data. The recorded peer talk presents an emic picture of what occurred during children’s interactions. Research findings show that mediation includes task, teacher talk, peer talk, subject content, semiotic artifacts and other semiotic tools. Peer talk as well as linguistic resources constitutes an important resource aside from teacher talk, where the subject content serves as an important mediational tool in the activity and the content-based immersion programs, while offering students opportunities of using the language in meaningful interactions. The results offer insights to both students and teachers about language learning and about pedagogy and professional education respectively.
Highlights
Mediation has long been of interest to researchers
This research involved one English immersion primary school which was within the CCUEI Programs in Guangdong Province, where English immersion has been adopted since the establishment of the school in 2004
Peer talk demonstrates multifaceted functions as mediation, which together with linguistic resources constitutes an important resource aside from teacher talk, where subject content serves as an important mediational tool in the activity and the content-based immersion programs, offering students opportunities of language use in meaningful interaction
Summary
Mediation has long been of interest to researchers. Vygotsky (1978) took human action as the unit of analysis, and stated that the human mind is mediated. The typical characteristic of English immersion programs is the teaching of the English language, subject content, and culture through the medium of English without the use of the students’ first language (Francis & Reyhner, 2002; Reyhner, 1998) The aim of this project was to increase children’s confidence in English language learning, to enhance their English language proficiency, to ensure the development of the students’ content-based learning to a satisfactory level and to better the students’ understanding of Western culture while fully developing the students’ L1 (Chinese) and maintaining their knowledge of Chinese culture and identity (Qiang, 2000; Qiang & Zhao, 2000).
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