Abstract
This paper revisits group dictation in a modern context promoted by the ACTIN – ACT and connect for Integration: language learning and cultural awareness project. The study aims to demonstrate the positive impact of running dictation and dictogloss on mediation skills, explain the fundamental principles of the design of these techniques, and provide empirical examples illustrating both effective practices and potential challenges. These techniques require students to attend to linguistic form while focusing on meaning to complete a specific task. Such activities support the development of all language skills, enhance cooperation, and improve classroom dynamics. Therefore, they prove particularly effective in mixed groups comprising native speakers of Polish and migrant students across various age groups. The paper analyzes four implementations of group dictations focused on grammar and vocabulary, ranging from general topics to subject-specific content, conducted in Polish primary schools. It outlines the structure of each lesson, examines the mediation strategies employed, and presents feedback from students, teachers, and the author. Although dictogloss initially caused some confusion among learners, their overall evaluation was positive, demonstrating the versatility and efficacy of these techniques in diverse educational settings.
Funding
The text is funded by the European Commission (contract no. 101141078; Asylum, Migration and Integration Fund (AMIF)) and the Ministry of Science and Higher Education under the International Projects programme co-financed for the ACTIN project – Connect for Integration (ACT and connect for INtegration: language learning & cultural awareness).
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