Izvorni znanstveni članak

https://doi.org/10.22210/strjez/54-2/3

Mediation in approved textbooks for German as a foreign language in Croatian primary schools

Mirela Landsman Vinković orcid.org/0000-0003-4997-7026 ; Philosophische Fakultät der Universität Zagreb
Valentina Blažinić orcid.org/0009-0009-1780-4826 ; Grundschule Jordanovac, Zagreb

Sažetak

Since the publication of the new companion volume to the Common European Framework
of Reference for Languages (2020), the term ‘mediation’ has been on everyone’s lips in foreign
language teaching. While the term was defined more narrowly and not elaborated on
sufficiently in the 2001 version of the Framework, leaving much room for interpretation, the
new companion volume has given it particular importance through the development of new
competence scales and descriptors. This has improved understanding of the term and paved
the way for the easier implementation of mediation in German textbooks for foreign language
learners. This article aims to determine the implications of the new mediation concept for
current German textbooks. The focus is on examining new, approved primary school textbooks
written by Croatian author teams. The analysis uses qualitative and quantitative content
analysis methods. It considers the difference between intra- and interlingual mediation,
as well as examples of mediation of texts, concepts, communication, and mediation strategies.
In addition, the study examines what changes and adjustments are necessary for the new
concept of mediation to become an integral part of Croatian German as a foreign language
primary school textbooks and thus of teaching German as a foreign language.

Ključne riječi

mediation; companion volume to the CEFR; curriculum; teaching German as a foreign language; analysis of teaching materials

Hrčak ID:

346080

URI

https://hrcak.srce.hr/346080

Datum izdavanja:

16.2.2026.

Podaci na drugim jezicima: njemački

Posjeta: 178 *