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The Place and Importance of Mediation
in Language Learning and Teaching
Prof. dr. Kris Peeters
University of Antwerp (B)
Conseil Européen pour les Langues / European Language Council
Mediation in Language Learning and Teaching
Kaunas, Lithuania (online), 9 December 2020
© Kris Peeters, University of Antwerp
1
What? Mediation’s place and importance in the 2018 CEFR Companion Volume
—General methodology of the CEFR
—Mediation as a specific type of language activity / strategy
—The main characteristics of Mediation
Why? Mediation’s place and importance in language learning
—Mediation as a cross-cutting competence
—Cross-Linguistic Mediation in the foreign languages classroom
—Mediation and motivation
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-Linguistic Mediation
(Select references)
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
2
What? Mediation’s place and importance in the 2018 CEFR CV
—General methodology of the CEFR
—Mediation as a specific type of language activity / strategy
—The main characteristics of Mediation
—General methodology of the CEFR
a double aim and a paradigm shift
action-oriented approach: learners as social agents with agency in the learning process
(learner engagement and autonomy)
plurilingual, pluricultural competence: developing learner’s plurilingual repertoire
communicative activities / strategies to perform purposeful communicative tasks
Reception (reading, listening), Production (writing, speaking), Interaction, Mediation
‘can do’-descriptors: needs-based, (self-)assessment on communicative criteria, increases
learner reflection and motivation
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
3
The Place and Importance of Mediation
in language leaning and teaching
CEFR Companion Volume 2018, p.
30
© Kris Peeters, University of Antwerp
4
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
CEFR Companion Volume 2018, p.
104
5
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
CEFR Companion Volume 2018, p.
105
6
What? Mediation’s place and importance in the 2018 CEFR CV
—General methodology of the CEFR
—Mediation as a specific type of language activity / strategy
—The main characteristics of Mediation
—Mediation: a specific type of language activity / strategy
“written and/or oral activities of mediation make communication possible between persons who are
unable, for whatever reason to communicate with each other directly. Translation or interpretation,
a paraphrase, summary or record, provides for a third party a (re)formulation of a source text to
which this third party does not have direct access.” (2001 CEFR, p. 14)
2018 CEFR: A wider view of mediation:
—acting as an intermediary, in L1, in L2, or between L1 and L2, between persons who
are for whatever reason unable to communicate with each other;
—also includes mediating a text for oneself (note-taking, streamlining, breaking down)
a key position in the action-oriented approach: the learner as a social agent
mediation is seen as an essential part of all learning, esp. all (foreign) language learning
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
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What? Mediation’s place and importance in the 2018 CEFR CV
—General methodology of the CEFR
—Mediation as a specific type of language activity / strategy
—The main characteristics of Mediation
—The main characteristics of Mediation
acting as an intermediary, processing meaning (for others, with others)
or when processing meaning for oneself in order to understand
performing a communicative task
using one’s plurilingual repertoire (in L1, in L2 or between L1 and L2)
when there is a problem in understanding “for whatever reason”
(due to a lack of linguistic proficiency, but also a lack of knowledge, difficulty in
seeing what is essential, in understanding what is meant, etc.)
Mediation involves reception and production, as well as social interaction;
Mediation is the “interface” between reception and production;
Mediation (as any competence) involves knowledge, skills, and attitudes / values
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
8
Why? Mediation’s place and importance in language learning
—Mediation as a cross-cutting competence
—Cross-Linguistic Mediation in the foreign languages classroom
—Mediation and motivation
—Mediation as a cross-cutting competence
The interface between production and reception:
explaining, defining, synthesizing, linking to previous knowledge, breaking down
complex information, amplifying a dense message, adapting language, …
in L1, in L2, between L1 and L2
An essential part of all learning, esp. all language learning:
explaining, defining, synthesizing, breaking down, etc.,
is truly understanding
An essential part of how language is used in today’s multidiverse societies
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
9
Why? Mediation’s place and importance in language learning
—Mediation as a cross-cutting competence
—Cross-Linguistic Mediation in the foreign languages classroom
—Mediation and motivation
—Cross-linguistic Mediation in the foreign languages classroom
in L1, in L2, and between L1 and L2
a cross-cutting competence: across tasks, contexts, and languages
really using and practising learners’ plurilingual repertoire
Cross-linguistic Mediation implies a paradigm shift:
— plurilingual instead of monolingual language learning (L1, L2, L3 taken in isolation)
— fostering learner engagement, autonomy, and collaboration
—involving all languages in the curriculum / in the school environment
—requiring teachers to collaborate, across languages and, why not, disciplines (CLIL)
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
10
Why? Mediation’s place and importance in language learning
—Mediation as a cross-cutting competence
—Cross-Linguistic Mediation in the foreign languages classroom
—Mediation and motivation
—Mediation and motivation
Explaining, defining, synthesizing, breaking down complex information, etc.,
—are purposeful communicative tasks;
—that stimulate interaction and team work;
—that allow for learners to be active in their own learning process, as well as to
monitor their own progress;
but mediation needs to be learnt, in L1, in L2, and between L1 and L2;
best by an integrated approach: mediation
inside
knowledge transfer and skills training
for specific communicative tasks;
only works when a safe, collaborative learning space is created.
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
11
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—How to bring Mediation into the classroom?
What is your aim? What are the learning outcomes?
(knowledge, attitudes and values, skills)
What is the best way to get there?
(purposeful communicative activities/tasks, needs-based, collaborative learning,
fostering learner reflection and motivation)
Plan a progressive learning line (increasing complexity):
—in terms of communicative activities:
(1) Reception; (2) Production; (3) Interaction; and (4) Mediation;
—in terms of level of competence (from A1 to C2; starting mediation at B1);
—in terms of languages: first in L1, then in L2, then between L1 and L2.
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
12
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Mediation activities in the classroom
Explaining, defining, paraphrasing
Synthesizing a message or a text, rewording it, simplifying it (processing)
Breaking down complex information, structuring it, re-using it (relaying)
Linking what is new to previously acquired knowledge
Adapting language to the target audience
…
enable learners to take control of their own learning process
learners become each other’s teachers
the teachers become their coaches
the classroom becomes a safe collaborative, motivating environment
interpersonal, transferable skills: learning to collaborate in team, respect and help others
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
13
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Mediation activities in the classroom
defining a term or notion in L1, or in L2
—Knowledge
What is a definition? How to construct it? Intensional and extensional definitions;
category and example; hyperonym and hyponym; …
When do you need a definition? How can you avoid to be vague?
—Skills
Learning to find the hyperonym, giving other hyponyms
Learning how to be precise; how much precision is needed in which context
Learning to give an intensional or an extensional definition
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
14
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Cross-linguistic Mediation activities in the classroom
Explaining, defining, paraphrasing a text
Synthesizing a message or a text, rewording it, simplifying it
Breaking down complex information, structuring it
Linking what is new to previously acquired knowledge
Adapting language to your audience
…
(1) source in L1, target in L1
(2) source in L2, target in L2
(3) source in L2, target in L1
(4) source in L1, target in L2
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
15
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Cross-linguistic Mediation activities in the classroom
defining a term or notion between L1 and L2
—Knowledge
What is a definition?, etc.
“Languaging” and social co-construction of meaning; common underlying proficiency
(Cummins); lexical similarities across languages;
—Skills
Learning to find the hyperonym, etc.
Learning to use lexical similarities between L1 and L2; to use words that you already know
in L2; to break down complex information into simple words
—Values and attitudes:
Using your plurilingual repertoire, respect for other meanings, openness to cultural
differences, promoting collaboration, etc.
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
16
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Cross-linguistic Mediation activities in the classroom
An example of an exercise:
LOs (level B2):
•learners learn to use knowledge of lexical families, including across languages;
•learners can define terms using L1 with the help of an L2 dictionary;
•learners can define terms using L1 or L2, to basic users (A1/A2-level)
(1) Read 3 recent newspaper articles about < > in L2;
(2) Underline terms you don’t know, highlight terms you didn’t know but recognize / are able
to understand;
(3) Look up those words in an L2 dictionary; then make your own definitions in L1, so that a
basic user of L1 would understand;
(4) Explain these L2 terms in L1, to a basic user of L1;
(5) Explain these terms in L2, to a basic user of L2.
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
17
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
—Some examples of Cross-linguistic Mediation activities in the classroom
This exercise involves:
Communicative Language Activities :
Reception (reading comprehension), but also Mediation (breaking up complex information, using
the plurilingual repertoire, simplifying, taking into account the audience);
Production (written and oral), Interaction, but also Mediation (defining, explaining)
Knowledge involved (acquired in advance):
Knowledge of the topic, knowledge of what dictionary to use, knowledge of lexical families
across languages, knowledge of how to define
Skills involved (trained):
Reading foreign press, using a dictionary, recognizing words in L2 starting from L1, defining a
word or notion in L1, in L2, and between L1 and L2
Attitudes and Values involved (practiced):
respect, openness, constructing meaning together, motivating others, …
The Place and Importance of Mediation
in language leaning and teaching
© Kris Peeters, University of Antwerp
18
How? Mediation’s place and importance in language teaching
—How to bring Mediation into the classroom?
—Some examples of Mediation
—Some examples of Cross-linguistic Mediation
The Place and Importance of Mediation
in language leaning and teaching
general Mediation skills
(intralinguistic mediation)
•knowledge of text genres, types and
structures;
•text comprehension strategies,
separating essence from details;
•summarizing
•explaining (simplifying)
•monitoring communication process,
self-correcting when necessary, asking
questions, explaining concepts;
•rewording and rephrasing in
L1, in L2, between L1 and L2;
•de- and reverbalising;
•adapting word order to basic
theme-rheme structure;
•expanding, explicitating;
•using machine translation
Cross-linguistic Mediation skills
•note-taking;
•working backward;
•managing effectiveness of
interaction;
•repairing misunderstan-
dings;
© Kris Peeters, University of Antwerp
19
The Place and Importance of Mediation
in language leaning and teaching
Thank you!
—For listening
—For thinking about how to implement mediation in your classrooms
—For being highly motivated language teachers!
© Kris Peeters, University of Antwerp
20
Council of Europe and EU documents on plurilingual language learning
CEFR:
(2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge:
Council of Europe / Cambridge UP.
(2018) NORTH, B., GOODIER, T., PICCARDO, E. et al. (2018). Common European Framework Of Reference For
Languages: Learning, Teaching, Assessment. Companion Volume With New Descriptors. Strasbourg: Council of
Europe.
Council of Europe Guides and Frameworks:
ALLGÄUER-HACKL, E., BROGAN, K. et alii. (2018) More Languages? – PlurCur! Research and Practice regarding
plurilingual whole school curricula. Council of Europe / European Centre for Modern Languages
BEACCO, J.-C. & BYRAM, M. (2007). Guide for the development of language education policies in Europe – From
linguistic diversity to plurilingual education, Strasbourg: Council of Europe
BEACCO, J.-C. et al. (2016). Guide for the Development and Implementation of Curricula for Pluringual And
Intercultural Education. Strasbourg: Council of Europe.
CANDELIER, M. et al. (2012). FREPA. A Framework of Reference for Pluralistic Approaches to Languages and Cultures.
Competences and resources. Strasbourg: Council of Europe.
COSTE, D., MOORE, D. & ZARATE, G. (2009), Plurilingual and pluricultural competence. Strasbourg, Council of Europe.
COSTE, D. & CAVALLI, M. (2015). Education, mobility, otherness. The mediation functions of schools. Strasbourg:
Council of Europe.
Council of Europe Platform of resources and references for plurilingual and intercultural education,
www.coe.int/en/web/platform-plurilingual-intercultural-language-education/home
Council of Europe European Centre for Modern Languages, https://www.ecml.at/
Select References (1/3)
© Kris Peeters, University of Antwerp
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Council of Europe and EU documents on plurilingual language learning
European Commission communications:
(2017) Strengthening European Identity through Education and Culture. Communication from the Commission to the
European Parliament, the Council, the European economic and social committee and the Committee of the regions
[in preparation of the Gothenburg summit, 17 November 2017]
(2018) Proposal for a Council Recommandation on Key Competences for Lifelong Learning.
Council of the European Union recommendation:
(2019) Council Recommandation of 22 May 2019 on a comprehensive approach to the teaching and learning of
languages [also printed in European Journal of Language Policy / Revue européenne de politique linguistique
11(1). (2019). 129-137.]
Select References (2/3)
© Kris Peeters, University of Antwerp
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References on cross-linguistic mediation:
BYRAM, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon : Multilingual Matters.
CUMMINS, J. (2000). Language, Power and Pedagogy – Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
MARTIN-JONES, M., BLACKLEDGE, A., & CREESE, A. (eds) (2012). The Routledge Handbook of Multilingualism. Cambridge/
New York: Routledge.
PICCARDO, E. (2017). “Plurilingualism: vision, conceptualization, and practices,” in Springer International Handbooks of
Education. Handbook of Research and Practice in Heritage Language Education, eds P. Trifonas and T. Aravossitas
(New York, NY: Springer International Publishing), 1–19.
PICCARDO, E., and NORTH, B. (2018). “The dynamic nature of plurilingualism: creating and validating CEFR descriptors for
mediation, plurilingualism and pluricultural competence,” in Plurilingual Pedagogies: Critical and Creative
Endeavors for Equitable Language (in) Education, eds S. Lau and S. Stille (New York, NY: Springer International
Publishing)
STATHOPOULOU, M. (2015). Cross-Language Mediation in Foreign Language Teaching and Testing. Bristol, Buffalo,
Toronto: Multilingual Matters
ZARATE, G., LÉVY, D. & KRAMSCH, C. (dir.) (2011). Handbook of Multilingualism and Multiculturalism. [translation of the
2008 Précis du plurilinguisme et du pluriculturalisme.] Paris : Editions des Archives contemporaines.
Select References (3/3)
© Kris Peeters, University of Antwerp
