Extension du domaine de la médiation

Coste, Daniel; Cavalli, Marisa

doi:10.7358/lcm-2014-0102-cost

Cited by 12 publications

(14 citation statements)

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“…However, after the intervention presented in this study, those differences between language proficiency groups were no longer observable, because the learning experience triggered a noteworthy increase in textual mediation scores as well as in overall mediation measures of the least proficient students. This might imply that the MeLLE assisted in making visible the usefulness of pre-existing cultural and language resources and gave the learners a sense of confidence to manage intercommunity relations (Coste and Cavalli, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, signs of increasingly narrow-minded attitudes, rejection of those who are different, and even tension between member states (Coste and Cavalli, 2015, p. 6) have been commonplace in European societies. In this context, the notions of mediation and plurilingualism (Piccardo, 2017) have become highly relevant.…”

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

“…This concept of mediation, based mainly on Vygotsky (1978), was already included in the Common European Framework for Languages (CEFR) published in 2002, but it has gained a more central position within the CEFR Companion Volume (CERF/CV) (Council of Europe, 2018), released recently. Piccardo (2017) states that this work on mediation implies a paradigm shift in the foreign language classroom, while Coste and Cavalli (2015) connect it to the urge for educational tools for processes that build up pluricultural and plurilingual competences for collaborative dialogue, leading, in turn, to the development of the acceptance of others and the removal of social inequalities.…”

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

“…Mediation fosters a wide range of discourse competences relevant for language learners because they are required to rephrase, to alternate languages, and even to combine and switch genres or oral and written expressions. Thus, language resources are developed through interaction (Coste and Cavalli, 2015, pp. 62–63).…”

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

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A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills

Cores-Bilbao

Fernández-Corbacho

Machancoses³

et al. 2019

Front. Psychol.

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In a society where mobility, globalization and contact with people from other cultures have become its distinctive traits, the enhancement of plurilingualism and intercultural understanding should be of the utmost concern. From a positive psychology perspective, agency is the human capacity to affect other people positively or negatively through one’s actions. This agentic vision can be related to mediation, a concept rooted in socio-cultural learning theory, where social interaction is considered a fundamental cornerstone in the development of cognition. These social interactions in the language learning setting may be facilitated through musical activities due to their social bonding effect. This paper tries to offer insights into how a music-mediated experience in language learning may develop students’ interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered to be a paradigm shift in the foreign language classroom and for different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the Common European Framework for Languages Companion Volume (CEFR/CV) and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences (MeLLEs) imply a socio-emotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a music-MeLLE was designed and implemented in an L2 classroom of adult learners with divergent backgrounds. A self-assessment scale with mediation descriptors and the socio-emotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, and of their capacity for collaboration and teamwork. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills – specifically with their expressivity. The implementation of a music-mediated experience also promoted tolerance and enhanced learners’ intrinsic motivations for language learning at the same time as acknowledging their diversity.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

Section: Introduction: a Socio-emotionally Enriched Language Educationmentioning

confidence: 99%

See 2 more Smart Citations

A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills

Cores-Bilbao

Fernández-Corbacho

Machancoses³

et al. 2019

Front. Psychol.

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“…Mais, dans cette démarche, chacune de ces notions, et singulièrement celle d'altérité, va connaître une certaine recatégorisation. Nous avons déjà rendu compte de cette manière d'articuler, quitte à les tordre un peu, altérité, mobilité et communauté (Coste & Cavalli, 2014b Il s'agit donc surtout dans ce qui suit, de faire état de changements intervenus « en chemin » et de concentrer l'attention sur ce qui touche à la médiation.…”

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Coste¹,

Cavalli²

2018

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Mediacja i tłumaczenie w uczeniu się / nauczaniu języków – podobieństwa i różnice

Janowska

2024

Neofilolog

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In the didactics of languages and cultures, mediation often enters into a relationship with translation. After the publication of the Common European Framework of Reference for Languages in 2001, mediation was mainly associated with linguistic transcoding and equated with translation. In the CEFR – Companion volume (2020), the understanding of mediation has been considerably broadened, taking into account the multilingual and multicultural perspective of language use and the conditions for interaction between people with different lifestyles and views. The aim of the paper is to reflect in depth on the nature of the concepts of ‘mediation’ and ‘translation’. Both are interdisciplinary in nature and their main vehicle is language. But there are also many differences between them which do not allow the terms to be used interchangeably. In an analysis of a comparative nature, we will try to show the most important determinants of the mediation and translation process, referring to their use in the context of language learning and teaching.

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Extension du domaine de la médiation

Cited by 12 publications

References 0 publications

A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills

A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills

Retour sur un parcours autour de la médiation

Mediacja i tłumaczenie w uczeniu się / nauczaniu języków – podobieństwa i różnice

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