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
