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PDF - Médiation dans l’enseignement, l’apprentissage et l’évaluation des langues (METLA) – Guide pour les éducatrices et les éducateurs en langues (2024)

Education and modern languages
Format : PDF PDF
978-92-871-9456-5
Type of document :
Book
Format :
PDF
Language :
French
Size :
3,68 MB
Number of pages :
108
Centre européen pour les langues vivantes du Conseil de l’Europe
8.00 € / 16.00 $US
Tax excluded
Ce Guide sur la médiation dans l’enseignement, l’apprentissage et l’évaluation est destiné aux enseignant·es de langues étrangères des niveaux primaire et secondaire qui aspirent à intégrer la médiation (inter)linguistique dans leurs pratiques pédagogiques. Il les soutiendra dans l’intégration des diverses langues que les élèves apportent en classe et dans la conception du matériel visant à cultiver et à évaluer les compétences et les stratégies de médiation des apprenant·es.

Ce guide exhaustif explore à la fois la théorie et la pratique de la médiation et fournit des exemples concrets de tâches de médiation dans différentes langues, qui s'inspirent du Volume complémentaire du Cadre européen commun de référence pour les langues (VC-CECR). De plus, il offre des conseils et des suggestions utiles qui aideront les enseignant·es à concevoir leurs propres tâches de médiation.

C’est une ressource précieuse non seulement pour les enseignant·es, mais aussi pour les formateur·rices d'enseignant·es qui cherchent à intégrer la médiation dans leurs programmes. Les ressources pourraient également être d’un grand intérêt pour les décideur·euses, comme les directeur·rices d’école, les planificateur·rices de programmes scolaires ou les concepteur·rices de matériel pédagogique.
PRÉFACE ET REMERCIEMENTS 
INTRODUCTION 
Comprendre le concept de médiation interlangues 
Le projet METLA (2020-2022) 
Guide : contenu et structure 
À qui s’adresse le Guide ? 
CHAPITRE 1. INTRODUCTION À LA MÉDIATION INTERLANGUES 
1.1. Quand faut-il recourir à la médiation ? 
1.2. Définir la médiation interlangues 
1.3. Le rôle du·de la médiateur·rice 
1.4. La médiation dans le CECR et le Volume complémentaire 
1.5. Éducation plurilingue et médiation 
1.6. Enseigner et évaluer la médiation 
CHAPITRE 2. L’APPRENANT·E EN TANT QUE MÉDIATEUR·RICE 
2.1. Sélection et transfert d’informations 
2.2. Compétences et stratégies 
CHAPITRE 3. TÂCHES DE MÉDIATION METLA 
3.1. Qu’est-ce qu’une tâche de médiation ? 
3.2. Principes fondamentaux des tâches METLA et de l’approche plurilingue 
3.3. Méthodologie et pilotage 
3.4. Objectifs des tâches METLA 
3.5. Principales caractéristiques des tâches METLA 
3.6. Modèle de description des tâches METLA 
CHAPITRE 4. CONCEPTION DE TÂCHES DE MÉDIATION 
4.1. Planifier la médiation : étapes clés 
4.2. Le processus de conception 
4.2.1. Intégrer les langues familiales des apprenant·es 
4.2.2. Intégrer la composante (inter/pluri)culturelle 
4.2.3. Intégrer la multimodalité et les différents médias 
4.2.4. Garantir l’authenticité 
4.2.5. Collaborer pour construire du sens et faciliter l’interaction 
4.2.6. Développer les stratégies de médiation des apprenant·es 
4.2.7. Traiter une variété de genres 
4.2.8. Intégrer des tâches de médiation dans le travail de projet 
CHAPITRE 5. ADAPTER LES TÂCHES DE MÉDIATION 
5.1. Adaptation aux différentes langues 
5.2. Différenciation entre les niveaux de compétence linguistique (CECR) 
CHAPITRE 6. LIGNES DIRECTRICES POUR L’UTILISATION DES DESCRIPTEURS DU VC-CECR DANS LA CONCEPTION DE TÂCHES DE MÉDIATION INTERLANGUES
6.1. Choix de l’échelle (des échelles) et des descripteurs du VC-CECR appropriés 
6.1.1. « Activités de médiation » et « Stratégies de médiation » 
6.1.2. Utilisation de descripteurs dans la conception des tâches 
6.1.3. Quelles échelles et quels descripteurs utiliser ? 
6.2. Utilisation d’échelles « plurilingues et pluriculturelles » 
6.2.1. « Établir un espace pluriculturel » 
6.2.2. « Agir en tant qu’intermédiaire dans des situations informelles » 
6.2.3. En savoir plus sur les échelles « pluri »... 
CHAPITRE 7. ÉVALUATION DE LA MÉDIATION INTERLANGUES 
7.1. Évaluer la médiation interlangues : considérations préliminaires 
7.2. Évaluation formative : conception de tâches de réflexion 
7.3. Évaluation sommative : des tests en classe aux examens standardisés 
CONCLUSION 
RÉFÉRENCES 

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