Linguistic Mediation

La presente obra aborda la formación en comercio exterior desde una perspectiva novedosa, por cuanto, además de los conceptos temáticos desarrollados, presta especial atención a la mediación lingüística y cultural e incluye actividades que potencian el desarrollo de competencias lingüísticas y culturales, con el inglés como lengua franca y como vehículo fundamental de comunicación entre socios de distintos países. Además, incluye aspectos muy actuales y de gran relevancia en el éxito de la estrategia de internacionalización de las empresas, como el marketing digital y sus implicaciones en el ámbito de la localización. La obra presenta un compendio de los diferentes campos que intervienen en las operaciones comerciales internacionales, tomando como punto de partida los conceptos generales del comercio exterior, agrupados según las distintas estrategias empresariales que se deben poner en práctica a la hora de llevar a cabo un proceso de internacionalización de las actividades comerciales.
Disponible en:
https://www.comares.com/libro/el-comercio-exterior_88721/
https://www.amazon.es/Comercio-exterior-Carmen-%C3%81lvarez-Garc%C3%ADa/dp/849045678X/ref=sr_1_fkmr0_2?s=books&ie=UTF8&qid=1550485081&sr=1-2-fkmr0&keywords=comercio+exterior.+mediaci%C3%B3n+ling%C3%BC%C3%ADstica

Est-ce qu’un linguiste envisage la médiation de la même façon qu’un juriste ou un didacticien ? Est-ce que la médiation cognitive a quelque chose à voir avec la médiation interculturelle et la médiation institutionnelle ? Est-ce que le médiateur culturel, le médiateur social et le médiateur urbain exercent le même travail ? Lorsque la médiation apparaît dans des textes ou des discours, on saisit sommairement à quoi elle renvoie, d’autant plus que sa définition s’enrichit des connaissances, des compétences, des pratiques et des situations propres aux domaines qui la concernent.

Cet ouvrage questionne « l’essentiel de la médiation » suivant le regard des sciences humaines et sociales. Des scientifiques, experts, professionnels apportent des éclairages par une approche globalement pluridisciplinaire et quelquefois interdisciplinaire, à partir des sciences du langage, sciences de l’information et de la communication, sciences de l’éducation, sociologie, philosophie, droit. Leurs contributions mettent en lumière des traits conceptuels transdisciplinaires faisant consensus, dans le but de parvenir à une caractérisation conceptuelle à la fois transversale et autonome de la médiation.

Emergent bilingual students are often navigating new cultural landscapes and social norms with inappropriate or little to no support. Educators can play an important role in facilitating the formation of new social support networks for these students. Through the identification of the central causes of social emotional issues for primary aged emergent bilingual students, this workshop will explore approaches based on linguistic mediation tasks and strategies for demonstrating and imparting the skills necessary for effective conflict resolution skills in the CLIL classroom, with an emphasis on culturally appropriate practices, grounded in research on multicultural education. Mediation tasks and strategies, according to the CEFR Companion Volume (Council of Europe, 2017), are particularly relevant for the classroom in connection with small group and collaborative tasks. The tasks can be organized in such a way that learners have to share different input, explaining their information and working together in order to achieve a goal. Mediation can serve various functions in the classroom setting, and it can have a beneficial effect not only on the building of relationships between students, but also on facilitating the learning process. Research in this area of interest is nearly non-existent. Thus, taking into consideration the immediate implementation of linguistic mediation into the CLIL classroom, the lack of teacher training and the need of research in this area, this workshop is an attempt to address some of the deficiencies that exist in the way mediation is currently being addressed. Participants will share their own anxieties as educators, through the presenters’ modeling of low anxiety methods of incorporating activities that account for students’ social emotional learning. They will also examine the tenets of multicultural education that support the suggested teacher dispositions necessary for creating classrooms that integrate students’ diverse ethnic, racial, linguistic, and religious identities and backgrounds.

The year 2001 represented a starting point for the teaching of languages all over Europe, with the publication of the Common European Framework of Reference for Languages (CEFR). One of the major contributions of the Council of Europe (2001) was the establishment of different language proficiency levels (A1-C2), which helped determine what was expected from students for both productive and receptive activities. However, the concept of linguistic mediation received little attention at that time.

In 2018, after the publication of the CEFR Companion Volume (Council of Europe, 2018), a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid was implemented. One of the main changes was the inclusion of the concept of linguistic mediation in the subject “Advanced English” in the last stage of secondary education. The few studies on linguistic mediation in the classroom focus on Content and Language Integrated Learning (CLIL). They have shown that the language and content demands of Foreign Language mediation may explain why more dialogic interaction has been identified in CLIL classrooms (Nikula, 2007) and why CLIL learners have outperformed non-CLIL peers (Baetens-Beardsmore, 2008).

In an attempt to understand how linguistic mediation strategies and activities are being developed in real classroom contexts, this study has focused on teachers’ perceptions of linguistic mediation. A questionnaire and a focus group were used to examine teachers’ understanding and awareness of linguistic mediation, as well as the type of mediation activities that are relevant for their students and the extent to which they include linguistic mediation activities and strategies in their lessons. Additionally, the study has shown some of the deficiencies that exist in the way linguistic mediation is currently being addressed in the classroom, as well as teachers’ needs in order to better implement it.

References

Baetens-Beardsmore, H. (2008). Multilingualism, cognition and creativity. International CLIL Research Journal, 1, 4-19.
Council of Europe (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge University Press.
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with new Descriptors. Council of Europe.
Nikula, T. (2007). The IRF pattern and space for interaction: comparing CLIL and EFL classrooms. In C. Dalton-Puffer & U. Smit (Eds.), Empirical Perspectives on CLIL Classroom Discourse (pp.170-204). Peter Lang.

The current paper deals with the concept of mediation within the framework of second language acquisition, focusing on teaching and learning Romanian as a foreign and as a second language. Although the concept was introduced and discussed in CEFR (2001), it is only with the publication of a Companion Volume to CEFR (2018) that this mode of communication is given full and deserved attention. After highlighting the new developments brought by the CEFR Companion Volume (2018) regarding the concept of mediation (including the creation and validation of illustrative descriptor scales), we concentrate on translanguaging practices and mediation tasks that can develop our students' mediation skills. We conclude by analysing and discarding three ideological assumptions that might explain the reluctance towards mediation that can be seen in the textbooks for teaching Romanian as a foreign language and in the general teaching practice.

Soft skills are essential skills needed in the workplace today. However, there are studies that show that students lack some of these skills when they graduate and start their first job. It is our duty as educators to prepare students not only in terms of content, but also in terms of employability and soft skills. The goals of this study are to (1) identify soft skills students will need in the workplace after graduation and (2) prepare students through linguistic mediation tasks that strengthen group work, collaboration, and leadership. The methodology used in the study focused firstly on an analysis of a list of soft skills and the linguistic mediation activities and strategies outlined in the Common European Framework for Reference Companion Volume; and secondly on an alignment of both soft skills and mediation tasks with an English for Specific Purposes program in building construction and architecture. The alignment was based on data from an employability study conducted by the Universidad Politécnica de Madrid, which highlighted a number of soft skills that are essential for graduates to enter the workforce. Results from the employability study show that graduate students generally lack skills such as leadership, collaboration and communication. These data will be the basis for the creation of assignments that will be used with English for Specific Purposes students in the next academic year. The activities focus primarily on collaboration and group work and emphasize aspects such as creative thinking, critical thinking, communication, and social responsibility, which are key elements that employers look for in new employees. This study offers a new vision of how linguistic mediation can be implemented in the classroom and help students not only gain language proficiency, but also acquire other skills they will need in their future professional lives.

Este taller se centra en el concepto de la mediación lingüística y su aplicación tanto en la enseñanza como en la evaluación de lenguas. Tras una introducción teórica en la que se presentarán los distintos tipos de mediación establecidos por el Consejo de Europa, los participantes tendrán la oportunidad de analizar una serie de tareas de mediación según su nivel lingüístico (A1-C2).

While linguistic mediation appeared in the initial work of the Council of Europe in 2001, it is now that it is receiving more attention after the publication of the Companion Volume in 2017. In addition to cross-linguistic mediation, the CFER also encompasses mediation related to communication and learning as well as social and cultural mediation.

Due to the fact that Spain is starting to include linguistic mediation as a component in EFL curricula, this presentation will focus on aspects related to linguistic mediation and its pedagogic and assessment implications within the classroom. Participants will have the opportunity to discuss CEFR descriptors and analyze some mediation tasks.

Benjamin Brüe was a dragoman who accompanied the Ottoman army to Morea and Hungary. Yet he was far from being just a translator, in fact, Brüe was one of the most important actors in the French-Ottoman relations. He managed and at times guided, together with the diplomatic corps, the cooperation with the Oriental Empire. In his correspondence he appears to be the interpreter of the defensive strategies adopted by the French Kingdom against the Habsburg threat in the Levant. However, the Grand Vizier suspected him to be an enemy spy and gave order for him to be killed. The dragoman can thus be seen as a broker who, through the transmission of political and cultural information, puts different worlds in contact.

Cet article propose une approche des notions de «malaise linguistique» et de «souveraineté linguistique», dont la prise en compte pourrait
déboucher, d’une part sur la reconfiguration du rôle et du médiateur et du linguiste de terrain, et de l’autre sur une éventuelle mise à jour du modèle européen des droits linguistiques.

Giovanni AGRESTI (2014), « Nous sommes tous minoritaires! Besoins de médiation et malaise linguistique ». Comunicazione presentata al Convegno internazionale Médiation et droits linguistiques, a cura di Michele De Gioia e Giovanni Agresti, Università di Padova, 23 gennaio 2014. Articolo consegnato all'editore, uscita prevista per l'autunno 2016.

Présentation des coordinateurs Le présent numéro est issu d’une journée d’étude internationale qui s’est tenue en mars 2010 à l’Université Paris-Est Créteil, journée organisée par l’Institut des mondes anglophone, germanique, et roman (IMAGER), avec le concours de l’Université de Göttingen en Allemagne, dans le cadre des accords de mobilité enseignante ERASMUS. Les différentes contributions discutent les perspectives adoptées dans plusieurs pays européens dont certains proposent des descripteurs et des modèles opérants pour concevoir des tâches et des entraînements à la médiation linguistique. Ils définissent et mettent en perspective les notions de médiation linguistique, culturelle et interculturelle en les inscrivant dans l’histoire des politiques éducatives et des pratiques didactiques de leurs pays et institutions. Ils dressent un bilan provisoire de la mise en oeuvre dans leurs contextes éducatifs singuliers et ouvrent des pistes de réflexion pour une meilleure prise en compte des compétences de médiation dans les classes. En ceci, ce numéro a pour ambition d’amorcer un débat de fond sur la place et la nature même de l’interaction langagière dans un monde où les individus sont de plus en plus amenés à translangager (Creese et B l a c k l e d g e , 2 0 1 0 ) , p o u r c o a g i r .

Giovanni AGRESTI (2014), « Nous sommes tous minoritaires! Besoins de médiation et malaise linguistique ». Comunicazione presentata al Convegno internazionale Médiation et droits linguistiques, a cura di Michele De Gioia e Giovanni Agresti, Università di Padova, 23 gennaio 2014. Articolo consegnato all'editore, uscita prevista per l'autunno 2016.