Proceedings of the International scientific and practical conference “Integrative science, technology and cultural development” (November 10-12, 2025) / Publisher website: www.naukainfo.com. – Barcelona, Spain, 2025. - 141 p.

119 Mediation helps to make language learning more accessible, equitable and collaborative. Teacher selects practical tasks, creates positive classroom atmosphere, helps facilitating the students to fulfill the tasks setting herself / himself as a mediator of a proper behavior and a language model in the class. In a turn, students study materials and, convey the meaning of the followings, interacting with each other. Mediation successfully works with projects and integrated classes in teaching English which are effective methods that center on student-led, real-world tasks to build language and critical thinking skills. Projects provide a purpose for language learning through a final product, while integrated classes combine English language development with content area instruction, often supporting comprehension through the use of the students‟ home language. The principles behind Content and Language Integrated Learning include global statements such as “all teachers are teachers of language” [5]. Mediation is shown clearly in project lessons when the teacher as a facilitator manages interaction of the classroom process encouraging students to work in groups. Mediation is essential throughout a project‟s life cycle that includes planning, recearching, creating/producing, presenting stages. Providing mediating communication, the teacher acts as an intermediary, facilitates communication in delicate situation, disagreement and pluricultural space if there is some. While the students collaborate in groups choosing the leader and fining out roles, search for specific information. Working with online resources the students also have to use mediation strategies such as explaining a new concept and simplifying a text. To deal with a text resources, students have to cope with translating, relaying information, discussing ideals in groups, explaining data, processing the text, translating the written text, note-taking, expressing personal responses to their creative texts and of course, both analysis and criticism of the texts. All these also work with linking to students‟ previous knowledge, adapting language, breaking down complicated information [6]. Project presenting that go afterwards deals with relaying specific information and sharing accumulating ideas.