Integrating Mediation and Translanguaging into TI-Oriented Language Learning and Teaching (TILLT)

Schmidhofer, Astrid; Herrero, Enrique Cerezo; Koletnik, Melita

doi:10.17951/lsmll.2022.46.2.99-109

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Within this strand of research, the studies also emphasize the need to develop the plurilingual and pluricultural competencies of learners enabling them to act as cultural mediators in modern societies [2,47,48]. Besides that, when investigating the concept of mediation for professional language training, researchers raise questions about the necessity of designing and incorporating multilingual practices into translating and interpreting training programs, as well as into language training for specific purposes (law students) [49,50].…”

Section: Mediation In Foreign Language Educationmentioning

confidence: 99%

Structural Analysis of Pedagogic Mediation in a Foreign Language Classroom

Kats,

Rubtsova,

Bylieva

2024

Education Sciences

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Cultural diffusion and a paradigm shift from a “skill-based” approach to an “action-oriented” approach in language pedagogy transform the functions of an educator in a foreign language classroom. A language instructor accepts an intermediatory role in learners’ interactions with the environment, using language as a primary mediation tool. Thus, by being involved in varied social contexts and activities, a language educator mediates learning, communication, and sociocultural environments. This study relies on a structural analysis to investigate the mediating role of a language educator. It suggests that pedagogic mediation should be viewed as a specific form of language educators’ activity and described through three dimensions: mediating learning, mediating communication, and mediating sociocultural space. In the teaching and learning context, these dimensions manifest themselves as skills to adapt to the instructional and linguistic complexity of texts, manage interaction, facilitate communication in sensitive situations, etc. Drawing upon a phenomenological research design and qualitative methods, the study develops illustrative descriptors that can be used in a foreign language classroom to assess the patterns of social, instructional, and communicative behavior of educators. The developed descriptors allowed for exploring the self-perceptions of pre-service language teachers towards their abilities for pedagogic mediation in a foreign language classroom. The results of the study identified the learning gaps among novice language teachers that can be further addressed as learning objectives while designing a curriculum for professional training in language education.

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Section: Mediation In Foreign Language Educationmentioning

confidence: 99%

Structural Analysis of Pedagogic Mediation in a Foreign Language Classroom

Kats,

Rubtsova,

Bylieva

2024

Education Sciences

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Prevajalce poučujemo jezik drugače, mar ne?

Koletnik,

Kirbiš,

Zupan

2023

ars

Self Cite

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Kompetenčni okvir EMT (2022) jezikovno zmožnost (v navezi s kulturno) opisuje kot temelj vseh drugih zmožnosti poklicnih prevajalcev. Njen razvoj je zato v ospredju bolonjskih dodiplomski prevajalskih programov, medtem ko za magistrske prevajalske programe Kompetenčni okvir EMT določa, da študenti za vpis potrebujejo visoko raven jezikovne zmožnosti v najmanj dveh delovnih jezikih oziroma raven učinkovitosti C1 ali več po Skupnem evropskem jezikovnem okviru (SEJO). Poučevanje maternega in tujega jezika prihodnjih prevajalcev (in tolmačev) bi moralo biti zato prilagojeno njihovim specializiranim potrebam, s čimer se v številnih pogledih uvršča v okvir jezikov stroke (Cerezo Herrero 2018, Koletnik 2019). Na Oddelku za prevodoslovje Univerze v Mariboru zato že od leta 2012 ob začetku študija preverjamo jezikovno zmožnost študentov angleškega programa, od leta 2013 pa tudi obseg besedišča, in rezultate upoštevamo pri načrtovanju jezikovnega pouka. Medtem ko so bile v preteklosti že objavljene delne analize uspešnosti tako prilagojenega poučevanja (prim. Koletnik 2020 v povezavi z razvijanjem prevajalske zmožnosti, Koletnik in Tement 2020 za razvijanje besedišča), celostna analiza doslej še ni bila izvedena. Prav tako je deziderat primerjava oziroma korelacija izhodiščne zmožnosti s splošnim uspehom študentov pri jezikovnih predmetih na prevajalskem študiju, ki jo prinaša pričujoči članek. Dosedanje analize so sicer pokazale, da se za dodiplomski prevajalski študij angleškega jezika na Univerzi v Mariboru odločajo študenti z visoko razvito jezikovno zmožnostjo, kar predstavlja dodaten izziv pri snovanju učnih aktivnosti in materialov, obenem pa je dobra popotnica za magistrski študij prevajanja in tolmačenja.

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Integrating Mediation and Translanguaging into TI-Oriented Language Learning and Teaching (TILLT)

Cited by 2 publications

References 5 publications

Structural Analysis of Pedagogic Mediation in a Foreign Language Classroom

Structural Analysis of Pedagogic Mediation in a Foreign Language Classroom

Prevajalce poučujemo jezik drugače, mar ne?

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