The problem of language as a basis of pedagogical communication and thinking, as a
system of construction of understanding in communication is being considered since the
advent of educational technologies of early states of the 2nd millennium BC. At the turn
on the 21st century, language is a necessary condition for the emergence of thinking, and thinking continues to be the mode of functioning of language as a means of formation of pedagogical conditions for knowledge transfer (teacher – learner) and skill formation (subject – subject). This article is devoted to the issues of different conceptualisations of the relationship between thinking and language in the pedagogical space.
Key words: pedagogical space, language, thinking, speech activity.
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