Doskonalenie nauczycieli języków obcych w zakresie mediacji językowej w świetle podstawy programowej kształcenia ogólnego

Résumé

This article investigates the professional development of foreign language teachers in the area of language mediation in relation to the 2024 and 2026 core curricula for general education. Although mediation has been part of the CEFR since 2001, many teachers still find the concept difficult to define, or equate it with simple translation, which raises concerns about their preparedness to implement mediation as required in schools. The study compares mediation-related requirements at levels A1–B1 in the curriculum documents with the mediation descriptors of CEFR CV (2020) and presents findings from a pilot analysis of professional development opportunities offered by accredited teacher training centres and major educational publishers. The analysis shows that while the number of mediation-oriented trainings has increased since 2021, the offer remains inconsistent, dominated by short online sessions and focused mainly on transmitting information, and basic mediation strategies. Key curricular expectations –
such as interlingual mediation, note-taking and synthesis, changing the form or style of texts, and mediating concepts and communication – are rarely addressed. Using the Effective Teacher Professional Development framework, the study demonstrates that current trainings provide content focus and some modelling, but lack active learning, collaboration, feedback, coaching, and sustained duration. The findings indicate a need for substantial redesign of professional development to align teacher training with curricular requirements.