Page 126 - Apuntes de Investigación en la Enseñanza de Idiomas

110 Apuntes de Investigación en la Enseñanza de Idiomas

Methodology

Social mediation in group work implies a social involvement activity; this is why the study here presen-
ted must be considered within a social ontological nature. The research, then, grounds on dialectical
constructivism as an epistemological paradigm since it considers the fact that research looks at the
understanding of phenomena within the interpretation of the complexity of multiple participants’ me-
anings, interacting for a social construction of their knowledge.

This research study is approached through the research design of a micro- longitudinal study with
mixed- method components (QUAN+QUAL) (Dörnyei, 2007) and the detailed microgenetical analysis
of conversations of the participants interacting in a group during the discussion of their problems.

The participants consisted of three language teachers whose ages varied from 28 to 33 years old.
The three of them share the same demographic characteristics. They are all Mexicans, born in the
centre of the country, and are all native speakers of Spanish teaching foreign languages (Italian,
English and French). All the participants are teachers who have been in service for more than 8 years.

Results
The study resulted in a preliminary model of social mediation at different levels, which suggests that
during the discussions, the teachers are confronted with the challenge of finding solutions to pro-
blems they draw on the group resources, negotiate the management of the activities and group work,
and finally engage in meaningful communication. The findings also suggest that these teachers
mediate each other within three main domains: their cognitive, affective and social ones. In this way,
they can engage in meaningful conversations about their experiences and share with each other the
strategies and resources they have gained through their teaching activity.

The first results also show that what occurs among teachers interacting in groups is not very different
to what happens among language learners interactions. Nonetheless, the level of complexity is higher
and the teachers had not been aware of the cognitive resources they had gained over the years.

Conclusions

The findings of the study show that group mediation is a complex but dynamic construct. The study
provides specific examples, which reveal how mediation is a prime element in the relationship be-
tween speaking and thinking. The results show several benefits of group work activities, which will
help them make the most of their learning / teaching experience and be aware of their cognitive,
affective and social strategies they use and share within the group.

Group work is essential for teachers; the mediation that emerges in the group also fosters a sense
of collaboration, friendship and a positive attitude towards language teaching within a supportive
environment. These elements help the teachers to trust in others while they reflect and develop their
metacognitive skills through the practise of awareness.