Język jako narzędzie mediacji poznawczej w zintegrowanym nauczaniu językowo-przedmiotowym

Abstract

"Cognitive mediation plays a very important role in bilingual teaching: the learner acquires domain knowledge through the medium of a foreign language, which is also the subject of study. Avoiding or at least offsetting domain and language problems is largely due to the teacher, who acts as a mediator between the learners and the learned content. This text addresses the problem of mediation strategies used by the teacher in the CLIL approach. Based on empirical material recorded in French bilingual classrooms, it discusses mediation strategies aimed at enabling learners to understand new concepts and acquire relevant skills, as well as creating optimal conditions for this in the classroom space and interactions within it. The excerpts selected for analysis illustrate how language (native and foreign, i.e. French) is used to implement mediation activities involving referring to students’ previously acquired knowledge and adapting language to the requirements of the communicative situation in the classroom."