TRIBUTE TO TIM GOODIER FOREWORD CONTRIBUTORS CHAPTER 1. ENRICHING THE SCOPE OF LANGUAGE EDUCATION: THE CEFR – COMPANION VOLUME
1.1. INTRODUCTION
1.2. A SIGNIFICANT STEP IN LANGUAGE EDUCATION
1.3. INNOVATIVE CONCEPTS IN THE CEFR
1.4. INNOVATIVE FEATURES OF THE CEFR COMPANION VOLUME
1.4.1. THE USER/LEARNER AS A SOCIAL AGENT
1.4.2. THE ACTION-ORIENTED APPROACH
1.4.3. MEDIATION
1.4.4. PLURILINGUALISM
1.4.5. ONLINE, DIGITAL INTERACTION AND TRANSACTION
1.4.6. PHONOLOGICAL COMPETENCE
1.4.7. CONCEPTUAL MODEL
1.5. THE CASE STUDIES IN THIS VOLUME
PART I. CLASSROOM PRACTICE INTRODUCTION TO PART I MEDIATION: CHAPTERS 2 TO 4
PLURILINGUALISM: CHAPTERS 5 AND 6
LITERATURE: CHAPTERS 7 AND 8
ONLINE INTERACTION: CHAPTERS 9 TO 11
CHAPTER 2. THE ROLE OF CONTEXTUAL FACTORS IN THE IMPLEMENTATION OF MEDIATION DESCRIPTORS WITH HIGHER EDUCATION LANGUAGE LEARNERS
2.1. INTRODUCTION
2.2. PROJECT DESCRIPTION
2.2.1. TASKS
2.2.2. STUDENT FEEDBACK
2.3. DISCUSSION
2.4. CONCLUSION
CHAPTER 3. CEFR MEDIATION STRATEGIES: TOWARDS A SOCIO-EMOTIONALLY ENHANCED PLURILINGUAL LANGUAGE EDUCATION
3.1. INTRODUCTION
3.2. PROJECT DESCRIPTION
3.2.1. HOW THE MEDIATION DESCRIPTORS OF THE CEFR COMPANION VOLUME WERE EXPLOITED: A MULTI-CASE STUDY
3.2.2. INSTRUMENTS USED TO COLLECT DATA
3.2.3. PROCEDURE AND WORKING PHASES FOR ALL CASE STUDIES
3.2.4. BUILDING A COMMUNITY OF PRACTICE: DETAILS OF TEACHER TRAINING, MATERIALS DEVELOPMENT AND PEER SUPPORT
3.2.5. DATA ANALYSIS
3.2.6. CROSS-CASE RESULTS
3.3. DISCUSSION
3.3.1. OVERALL PERCEIVED IMPACT OF THE CASE STUDY ON TEACHING AND LEARNING
3.3.2. EVALUATION AND REFLECTION ON THE ROLE AND FUNCTION OF THE DESCRIPTORS USED IN THIS CASE STUDY
3.3.3. LESSONS LEARNED
3.4. CONCLUSIONS
3.4.1. EXPECTED RELEVANCE AND USABILITY OF THE DESCRIPTORS
3.4.2. SUSTAINABILITY AND EXTENSION TO WIDER CONTEXT
CHAPITRE 4. « MULTIMÉDIA » : LA MÉDIATION MULTILINGUE DANS LE CADRE D’UN PROJET DE STAGE EN ENTREPRISE
4.1. INTRODUCTION
4.2. DESCRIPTION DU PROJET
4.2.1. PHASE 1 – LANCEMENT DU PROJET
4.2.2. PHASE 2 – PRÉPARONS NOS BAGAGES !
4.2.3. LES RESSOURCES
4.2.4. LES FICHES DE TRAVAIL
4.2.5. PHASE 3 – ON DÉCOLLE !
4.2.6. PHASE 4 – ON ATTERRIT !
4.3. DISCUSSION
4.4. CONCLUSION
CHAPTER 5. “IN VENLO GIBT ES VIEL NIEDERLÄNDISCH, ABER AUCH ENGLISCH UND DEUTSCH” – A WORKSHOP ON RECEPTIVE PLURILINGUALISM IN THE NEIGHBOUR LANGUAGE 5.1. INTRODUCTION
5.1.1. NEIGHBOUR-LANGUAGE LEARNING IN THE DUTCH-GERMAN BORDER REGION
5.1.2. COMMUNICATION STRATEGIES IN DUTCH-GERMAN SCHOOL EXCHANGES
5.2. PROJECT DESCRIPTION
5.2.1. THE PARTICIPANTS
5.2.2. THE WORKSHOP: PROGRAMME AND CONTENT
5.2.3. DEVELOPMENT OF PLURILINGUAL DECODING STRATEGIES
5.2.4. APPLICATION OF PLURILINGUAL DECODING STRATEGIES IN THE LINGUISTIC LANDSCAPING TASK
5.2.5. APPLYING DECODING STRATEGIES TO UNKNOWN TEXTS IN DUTCH
5.3. DISCUSSION
5.4. CONCLUSION
CHAPTER 6. IMPLEMENTING PLURILINGUAL ORAL EXAMS AND PLURILINGUAL LESSONS IN AUSTRIAN UPPER SECONDARY VOCATIONAL COLLEGES
6.1. INTRODUCTION
6.2. PROJECT DESCRIPTION
6.3. DISCUSSION
6.4. CONCLUSION
CHAPTER 7. THE SIXTH SENSE FOR LITERATURE: A NEW PLURICULTURAL APPROACH TO LITERARY TEXTS AS MEDIATION AND REACTION TO LITERATURE ACCORDING TO THE NEW DESCRIPTORS OF THE CEFR COMPANION VOLUME
7.1. INTRODUCTION
7.1.1. THE DESCRIPTORS FROM THE CEFR COMPANION VOLUME
7.1.2. SPECIFIC OBJECTIVES
7.1.3. EDUCATIONAL CONTEXT
7.2. PROJECT DESCRIPTION
7.2.1. INTERNAL WORKSHOP FOR TEACHERS
7.2.2. LEARNING UNIT FOR THE STUDENT GROUPS
7.2.3. EVALUATION OF THE WHOLE PROJECT
7.3. DISCUSSION
7.4. CONCLUSION
CHAPTER 8. PROMOTING AND ASSESSING THE APPRECIATION OF LITERATURE AT SECONDARY SCHOOL
8.1. INTRODUCTION
8.1.1. AIM OF THE PROJECT
8.1.2. INSTITUTIONAL CONTEXT
8.1.2.1. INCLUSION OBJECTIVE
8.1.2.2. LANGUAGE ENHANCEMENT OBJECTIVE
8.1.2.3. SCIENCE ENHANCEMENT OBJECTIVE
8.1.3. LANGUAGE LEARNING AIMS
8.1.4. DETAILS OF THE LEARNER GROUPS INVOLVED
8.2. PROJECT DESCRIPTION
8.2.1. IMPLEMENTATION
8.2.2. METHODOLOGY
8.2.3. BUILDING A COMMUNITY OF PRACTICE
8.2.4. PRACTICAL MEASURES FOR TEACHING AND LEARNING
8.3. DISCUSSION
8.3.1. OVERALL PERCEIVED IMPACT
8.3.2. EVALUATION, REFLECTION AND LESSONS LEARNED
8.4. CONCLUSION
CHAPTER 9. FOCUS ON ONLINE INTERACTION: A PILOT PROJECT IN ITALY
9.1. INTRODUCTION
9.2. PROJECT DESCRIPTION
9.2.1. PARTICIPANTS AND SET-UP
9.2.2. TASKS
9.2.3. OUTCOMES
9.2.4. ACTIVITIES AND MATERIALS
9.3. DISCUSSION
9.4. CONCLUSION
CHAPTER 10. APPLICATION OF CEFR COMPANION VOLUME DESCRIPTORS IN CLIL SETTINGS
10.1. INTRODUCTION
10.2. PROJECT DESCRIPTION
10.2.1. TASKS
10.2.2. ONLINE INTERACTION
10.2.3. EXAMPLES OF CLIL MEDIATION TASKS ACROSS LEVELS
10.2.4. EXAMPLES OF PLURILINGUAL CLIL TASKS
10.3. DISCUSSION
10.4. CONCLUSION
CHAPTER 11. STUDENT ENGAGEMENT: ONLINE INTERACTION AND LANGUAGE LEARNING
11.1. INTRODUCTION
11.2. PROJECT DESCRIPTION
11.2.1. PHASE 1: VR AND LANGUAGE LEARNING
11.2.2. PHASE 2: EFFECT OF ONLINE RESOURCES AND INTERACTION ON LEARNING AND MOTIVATION
11.2.3. PHASE 3: ONLINE INTERACTION DESCRIPTORS IN THE CEFR COMPANION VOLUME
11.3. DISCUSSION
11.4. CONCLUSION
PART II. AWARENESS RAISING AND TEACHER EDUCATION INTRODUCTION TO PART II CHAPTER 12. IMPLEMENTATION OF THE CEFR COMPANION VOLUME IN THE UNICERT® AND NULTE NETWORKS
12.1. INTRODUCTION
12.2. PROJECT DESCRIPTION
12.2.1. ORGANISATION AND STRUCTURE OF THE PROJECT
12.2.2. PROJECT ACTIVITIES AND EVENTS
12.2.3. ASSESSMENT OF EVENTS AND PROJECT OUTPUTS
12.2.4. PARTICIPANTS’ FEEDBACK ON THE CEFR COMPANION VOLUME
12.2.5. CASE STUDIES CONCERNING INDIVIDUAL TARGET GROUPS
12.3. DISCUSSION
12.3.1. THE ACTION-ORIENTED APPROACH AND THE CONCEPT OF THE LEARNER AS A SOCIAL AGENT
12.3.2. THE INTEGRATION OF PLURILINGUALISM ACTIVITIES IN UNIVERSITY LANGUAGE TEACHING
12.3.3. THE ROLE OF INTERCULTURAL AND PLURICULTURAL TASKS IN LANGUAGE TEACHING AND TESTING
12.3.4. THE NOTION OF MEDIATION
12.3.5. THE WORK WITH THE NEW LIST OF DESCRIPTORS
12.4. CONCLUSION 202
CHAPTER 13. AN ACTION TOOLKIT FOR LANGUAGE TEACHER TRAINING ON MEDIATION
13.1. INTRODUCTION
13.2. PROJECT DESCRIPTION
13.2.1. CONCEPTUALISING MEDIATION
13.2.2. EXPOSURE TO, AND ANALYSIS OF MEDIATION ACTIVITIES (INCLUDING MEDIATION STRATEGIES)
13.2.3. GUIDE TO DESIGN MEDIATION ACTIVITIES
13.2.4. ACTIVITIES FOR REFLECTING ON HOW TO ASSESS MEDIATION
13.3. DISCUSSION
13.3.1. IMPACT OF TRAINING SESSIONS
13.3.2. CONCLUSIONS DRAWN FROM THE TRAINING SESSIONS
13.4. CONCLUSION
CHAPTER 14. REPRESENTATIONS OF MEDIATION IN FOREIGN LANGUAGE EDUCATION: AN EXPLORATORY CASE STUDY WITH DIFFERENT STAKEHOLDERS IN HAMBURG 14.1. INTRODUCTION
14.2. PROJECT DESCRIPTION
14.3. DISCUSSION
14.4. CONCLUSION
CHAPITRE 15. DISCOURS D’ENSEIGNANTS AU SUJET D’ACTIVITÉS QUI RELÈVENT DE LA MÉDIATION DANS LE VOLUME COMPLÉMENTAIRE DU CECR – UNE ÉTUDE EMPIRIQUE
15.1. INTRODUCTION
15.1.1. LA LANGUE D’HÉRITAGE ET SON ENSEIGNEMENT
15.1.2. CONTEXTE
15.2. DESCRIPTION DU PROJET
15.3. DISCUSSION
15.3.1. PHASE 1 – PLANIFICATION DES TÂCHES DE MÉDIATION
15.3.2. PHASE 2 – MISE EN PRATIQUE DES TÂCHES DE MÉDIATION
15.3.3. PHASE 3 – ÉVALUATION
15.4. CONCLUSION
CHAPTER 16. ESSENTIAL NEEDS FOR THE DEVELOPMENT OF UNIVERSITY STUDENTS’ ACADEMIC MEDIATION SKILLS
16.1. INTRODUCTION
16.2. PROJECT DESCRIPTION
16.2.1. THE SURVEY QUESTIONNAIRE
16.2.2. COURSE BOOK ANALYSIS
16.2.3. INTERVIEW RESULTS
16.2.4. TOWARDS A TYPOLOGY OF TASKS
16.3. DISCUSSION
16.4. CONCLUSION
CHAPITRE 17. L’EXPLOITATION DES COMPÉTENCES PLURILINGUES DANS LE CADRE DES FORMATIONS LINGUISTIQUES DISPENSÉES AUX ADULTES PLURILINGUES : ÉTUDE DE CAS SUR L’UTILISATION DES NOUVEAUX DESCRIPTEURS DU VOLUME COMPLÉMENTAIRE DU CECR POUR UNE TRANSITION VERS DES PRATIQUES D’ENSEIGNEMENT VALORISANT LE PLURILINGUISME
17.1. INTRODUCTION
17.2. DESCRIPTION DU PROJET
17.2.1. LIENS AVEC LE RÉFÉRENTIEL
17.2.2. RECUEIL DES DONNÉES
17.3. DISCUSSION
17.3.1. IMPORTANCE DU PLURILINGUISME DANS LE CADRE DES COURS DE LANGUE
17.3.2. IMPORTANCE DE L’ACQUISITION DE COMPÉTENCES DE GESTION DU PLURILINGUISME POUR LES ENSEIGNANTS
17.3.3. FONCTION DES DESCRIPTEURS DANS LE DÉVELOPPEMENT DES PRATIQUES
17.4. CONCLUSION
CHAPITRE 18. LA TÂCHE COMME MOTEUR DE PROMOTION DU PLURILINGUISME
18.1. INTRODUCTION
18.2. DESCRIPTION DU PROJET
18.2.1. RÔLES DE LA TÂCHE
18.2.2. RÔLES DES ÉTUDIANTS
18.2.3. DÉROULEMENT DU COURS
18.2.4. EXEMPLE DE TÂCHE CONSTRUITE PAR UN GROUPE D’ÉTUDIANTS
18.3. DISCUSSION
18.3.1. RÉSULTATS DE L’ÉTUDE DE CAS
18.3.2. VOLUME COMPLÉMENTAIRE DU CECR
18.3.3. AUTOÉVALUATION
18.3.4. LA TÂCHE COMME PROJET DE FORMATION ÉDUCATIVE
18.4. CONCLUSION
18.5. EXTRAITS DE VERBALISATIONS DES ÉTUDIANTS DU COURS DE DIDACTIQUE
CHAPTER 19. LEARNING BY DOING: PUTTING THE CEFR DESCRIPTORS FOR ONLINE INTERACTION AND MEDIATION INTO PRACTICE BY TEACHER TRAINEES
19.1. INTRODUCTION
19.2. PROJECT DESCRIPTION
19.2.1. PREPARATION
19.2.2. MODULE CREATION
19.2.3. HOW THE DESCRIPTORS FOR MEDIATION WERE EXPLOITED
19.2.4. EXAMPLES OF TASKS PRODUCED
19.2.5. FOLLOW-UP ACTIVITIES
19.2.6. COMMUNITY OF PRACTICE
19.2.7. REFLECTION AND EVALUATION
19.3. DISCUSSION
19.3.1. UTILISATION OF FEEDBACK
19.3.2. PERCEIVED IMPACT ON TEACHING AND LEARNING
19.4. CONCLUSIONS
CHAPTER 20. EXPLORING TEACHERS’ BELIEFS AND PRACTICES ABOUT PHONOLOGY INSTRUCTION, WITH REFERENCE TO THE CEFR DESCRIPTORS
20.1. INTRODUCTION
20.2. PROJECT DESCRIPTION
20.2.1. RESEARCH BACKGROUND
20.2.2. THE PROJECT’S THREE STRANDS
20.2.3. INPUT AND GUIDANCE FROM TRAINERS
20.2.4. ONGOING REFLECTION
20.3. DISCUSSION
20.3.1. IMPACT OF THE STUDY
20.3.2. CHANGE IN TEACHERS’ KNOWLEDGE AND AWARENESS
20.3.3. CHANGE IN TEACHERS’ PRACTICE
20.4. CONCLUSION
PART III. CRITICAL REFLECTIONS AND FUTURE PERSPECTIVES CHAPTER 21. THE CEFR 2020 – REACHING OUT BEYOND LANGUAGE EDUCATION
THE CEFR PROJECT 2014-20 – REVISIONS, ADDITIONS, REPOSITIONING
KEY CONCEPT: MEDIATION
MEDIATION FUNCTION OF SCHOOL EDUCATION AND MEDIATION AS A MODE OF LANGUAGE USE
CEFR 2020: A NEW CONCEPT FOR (LANGUAGE) EDUCATION?
CHAPTER 22. CRITICAL REFLECTION ON THE CASE STUDIES
PLURILINGUALISM
AGENCY
MEDIATION
CONCLUSION
REFERENCES
CHAPTER 23. THE CEFR COMPANION VOLUME AND THIS VOLUME OF CASE STUDIES: BUILDING BLOCKS TO SHAPE ACTION-ORIENTED LANGUAGE TEACHING
LEARNERS AS SOCIAL AGENTS AND AGENCY
THE PLURILINGUAL STANCE
RETHINKING THE NATIVE SPEAKER MODEL
ONLINE INTERACTION AND TRANSACTIONS
MEDIATION
LANGUAGE EDUCATION AT THE ACTION-ORIENTED MEDIATIONAL TURN? SHOW, DON’T TELL!
REFERENCES
PART IV. APPENDICES
APPENDIX 3.1. SELECTED CEFR/CV MEDIATION AND PLURILINGUAL/PLURICULTURAL SCALES AND DESCRIPTORS
APPENDIX 3.2. EXAMPLE OF SELF-EVALUATION SCALE FOR STUDENTS TO EVALUATE THEIR PROGRESS IN BUILDING UP MEDIATION SKILLS
APPENDIX 3.3. SOCIO-EMOTIONAL SCALE USED IN THE PROJECT
ANNEXE 4.1. FICHE DE TRAVAIL 1 : AÉROPORT – VOCABULAIRE GÉNÉRAL
ANNEXE 4.2. FICHE DE TRAVAIL 2 : AÉROPORT – ACTES DE PAROLE 333
ANNEXE 4.3. AUTOÉVALUATION : QUESTIONNAIRE ET RÉSULTATS
APPENDIX 7.1. LEARNING UNIT – SELF-ASSESSMENT GRID: COMPREHENSION–INTERPRETATION – MEDIATION OF LITERARY TEXTS – B2
APPENDIX 7.2. LEARNING UNIT – TEACHER ASSESSMENT GRID: COMPREHENSION–INTERPRETATION– MEDIATION OF LITERARY TEXTS – B2
APPENDIX 8.1. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT
APPENDIX 8.2. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT
APPENDIX 8.3. RESULTS FROM TEACHER AND SELF-ASSESSMENTS USING APPENDICES 8.1. AND 8.2.
APPENDIX 8.4. RESULTS FROM STUDENT SURVEY (GROUP 1)
APPENDIX 8.5. RESULTS FROM STUDENT SURVEY (GROUPS 2 & 3)
ANNEXE 15.1. INSTRUMENTO DE APOIO À PLANIFICAÇÃO DE SEQUÊNCIA DIDÁTICA
ANNEXE 15.2. GUIÃO PARA A DESCRIÇÃO DE UMA ATIVIDADE DE MEDIAÇÃO
ANNEXE 17.1. QUESTIONNAIRE À DESTINATION DES ENSEIGNANTS
ANNEXE 17.2. GRILLE D’OBSERVATION UTILISÉE POUR LES VISITES DE CLASSES
ANNEXE 17.3. QUESTIONNAIRE À DESTINATION DES APPRENANTS
ANNEXE 18.1. FICHE DE TRAVAIL 1
ANNEXE 18.2. FICHE DE TRAVAIL 2 - TRANSCRIPTIONS DES PRÉSENTATIONS
ANNEXE 18.3. FICHE DE TRAVAIL 3 - DICTIONNAIRE PLURILINGUE
ANNEXE 18.4. QUESTIONNAIRE
APPENDIX 20.1. PHONOLOGY BELIEFS: INITIAL QUESTIONNAIRE
APPENDIX 20.2. QUESTIONNAIRES: COLLATED RESULTS
APPENDIX 20.3. RESOURCES USED FOR INPUT AND GUIDANCE
