Sprachmittlung als Unterrichtsprinzip im inklusiven Türkischunterricht

In the Companion Volume with new descriptors, mediation is conceptualized as social agency. As such, it is argued in this contribution, mediation can be seen as a general attitude in teaching. In highly diverse (foreign language) classrooms, mediation can even be employed as an overall teaching principle. Within inclusive settings characterized by plurilingual learners with various needs and profound competence differences, opportunities for authentic mediation emerge and can be harnessed for linguistic, social and intercultural learning as well as for the development of reflexive learner autonomy. The article focuses on a school development project at the end of which an inclusive concept for Turkish as a foreign language emerged. The concept is based on a team-teaching and peer-learning approach and complemented by an open, dynamic curriculum in which mediation plays a key role. As part of the proposal to upgrade Turkish as a fully-fledged subject at the school, the concept and curriculum were finally approved by the KMK in 2018. Thus, reflections on mediation will be twofold, taking into account the teaching level as well as that of the language policy level.