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PDF - Mediation in Teaching, Learning & Assessment (METLA). A teaching guide for language educators (2023)

Education and modern languages
Format : PDF PDF
978-92-871-9455-8
Type of document :
Book
Format :
PDF
Language :
English
Size :
3.69 MB
Number of pages :
104
European Centre for Modern Languages of the Council of Europe
8.00 € / 16.00 $US
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This Guide on mediation in teaching, learning and assessment is targeted at foreign language teachers in primary and secondary education wishing to include (cross)linguistic mediation into their teaching practices. It will assist teachers in incorporating the diverse languages that students bring into the classroom, and in creating materials geared towards cultivating and assessing  learners’ mediation skills and strategies.

The comprehensive Guide both explores the theory and practice of mediation and provides practical examples of mediation tasks across various languages. These examples draw upon the Companion Volume of the Common European Framework of Reference for Languages (CEFR-CV). Furthermore, the Guide offers valuable tips and suggestions to empower teachers in designing their own mediation tasks.

The Guide not only serves as a valuable resource for teachers but also for teacher educators seeking to integrate mediation into their programmes. Decision makers, such as school principals, curriculum planners or material developers are also likely to find this resource very relevant to their work.
PREFACE WITH ACKNOWLEDGEMENTS 
INTRODUCTION 
Understanding the concept of cross-linguistic mediation 
The METLA project (2020-2022) 
Guide: contents and structure 
Who is the Guide for? 
CHAPTER 1. INTRODUCTION TO CROSS-LINGUISTIC MEDIATION 
1.1. When do we mediate? 
1.2. Defining cross-linguistic mediation 
1.3. The role of the mediator 
1.4. Mediation in the CEFR and Companion Volume 
1.5. Plurilingual education and mediation 
1.6. Teaching and assessing mediation 
CHAPTER 2. THE LEARNER AS A MEDIATOR 
2.1. Selecting and transferring information 
2.2. Competences and strategies 
CHAPTER 3. METLA MEDIATION TASKS 
3.1. What is a mediation task? 
3.2. Underlying principles of METLA tasks and the plurilingual approach 
3.3. Methodology and piloting 
3.4. Aims of METLA tasks 
3.5. Main characteristics of METLA tasks 
3.6. METLA task description template 
CHAPTER 4. DESIGNING MEDIATION TASKS 
4.1. Planning for mediation: key steps 
4.2. The design process 
4.2.1. Incorporating learners’ home languages 
4.2.2. Incorporating the (inter/pluri)cultural component 
4.2.3. Incorporating multimodality and different media 
4.2.4. Ensuring authenticity 
4.2.5. Collaborating to construct meaning and facilitating interaction 
4.2.6. Developing learners’ mediation strategies 
4.2.7. Dealing with a variety of genres 
4.2.8. Incorporating mediation tasks into project work 
CHAPTER 5. ADAPTING MEDIATION TASKS 
5.1. Adaptation across languages 
5.2. Differentiating across (CEFR) language proficiency levels 
CHAPTER 6. GUIDELINES FOR USING THE CEFR-CV DESCRIPTORS IN DESIGNING CROSS-LINGUISTIC MEDIATION TASKS
6.1. Choosing the appropriate CEFR-CV scale(s) and descriptors 
6.1.1. ‘Mediation activities’ and ‘Mediation strategies’
6.1.2. Using descriptors in task design 
6.1.3. Which scales and descriptors to use? 
6.2. Using ‘plurilingual and pluricultural’ scales 
6.2.1. ‘Facilitating pluricultural space’ 
6.2.2. ‘Acting as an intermediary in informal situations’ 
6.2.3 More about the ‘pluri’ scales... 
CHAPTER 7. ASSESSING CROSS-LINGUISTIC MEDIATION 
7.1. Assessing cross-linguistic mediation: preliminary considerations 
7.2. Formative assessment: designing reflection tasks 
7.3. Summative assessment: from classroom tests to standardised examinations 
CONCLUSION 
REFERENCES 

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