Role of pedagogical mediation in the process of learning Spanish as a foreign language

Abstract

Pedagogical mediation as a strategy for learning a foreign language is an option that favors both the learner and the teacher so that effective acquisition is carried out. Hence, this article presents a brief analysis of pedagogical mediation based on theoretical-practical elements related to the teaching-learning process. The objective was to analyze the perception of the main actors of the teaching-learning act on the importance of pedagogical mediation to achieve the scope of competencies and meet the interests of the learners. The research was carried out using a qualitative approach and a larger unit of analysis was identified: pedagogical mediation as a teaching-learning strategy. In the same way, minor units: pedagogical mediation from a vision focused on know-how and pedagogical mediation focused on school performance and pedagogical experiences within an education centered on being. For the analysis of the data, a double-entry matrix was developed. Also, triangulation of the information was applied, considering the objectives, research questions, and units of analysis. This article presents a description of elements of some conceptual positions that teachers and principals have on the concept of pedagogical mediation and its implication in the learning process. It also explains how the actors in charge of carrying out teaching consider which school actions and experiences learning can be carried out and their relationship with the interests of the learners.