Textual mediation for adult immigrants in initial teacher training
Beatriz Peña-Acuña – Anna I. Cislowska
DOI: 10.18355/XL.2024.17.02.05
Abstract
Initial teacher trainees are preparing for multilingualism and multicultural work environments that present the challenge of mediating texts aimed at teaching adult immigrants in an additional language. The study aims to investigate the perceptions of university education students regarding textual mediation suitable for immigrant adults. Qualitative inquiry involves 130 university students through discussion groups after a textual mediation intervention. Results emphasize the impact of applied practice on skill perception and acquisition across educational levels and highlight the necessity of integrating practical experiences into teacher training.
Key words: Adult immigrant, corporal language, learning additional language, paralinguistic, textual mediation, visual support