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    Mediation in teaching, testing and assessment
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Mediation in teaching, learning and assessment

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Mediation
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Teaching materials database

The METLA task database contains sample (cross)linguistic mediation tasks in different languages for different contexts. Materials are available for these languages:  Arabic, Croatian, Danish, English, Estonian, Finnish, French, German, Greek, Irish, Italian, Maltese, Portuguese and Spanish.
10 teaching materials on 1 Seite
Seite: 1 

A Londoner in Greece! (Task 15)

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A visitor from Mexico (Task 14)

Students learn how to describe places through the use of adjectives, and at the same time become familiar with different text types. They practise their skills in comprehending texts in Language A and producing meaning in Language B. The lesson plan consists of five parts, each containing several steps. Communicating touristic information to people in another language is a common practise which can be taught in the classroom with steps 1-3 in the first part of the lesson plan. The second part (step 4) involves intercultural aspects and uses a text format that students are familiar with: a social media message. In the third part (step 5), students can reflect on their multilingual practises. In the final two parts (steps 6 and 7), students are exposed to multimodal texts (song, video and text) and are asked to transfer information from one language to another on a relevant topic, i.e., learning foreign languages.

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Healthy diet! (Task 17)

This lesson focuses on written mediation. The main tasks included aim at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.

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First-aid poster (Task 22)

This is a project activity that focuses on first-aid instructions. Students will create informative posters and present them in front of a small group of students.

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The internet and its dangers (Task 26)

This lesson focuses on written mediation. The main task aims at developing learners’ skills in selecting information from different source texts, one of which is written in Language A (English) and another in Language B (Greek), and relaying messages into Language B (foreign language).

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World mythology (Task 31)

The aim of this activity (which could be adapted to include Languages A-B-C) is to familiarise the students with different cultures and media texts. Firstly, the students discuss the features of myths. Then, working in pairs, they listen to a YouTube video about a myth in (Language B/C), and do the activities (e.g., to collect new vocabulary). Next, they listen to another YouTube video or read a text about a myth with the same topic in Language A and take notes in Language B. Based on their notes, they will have to create a short podcast in Language B. Finally, they have to write an article for the school newspaper where they compare the two myths and discuss in Language B (/C) how myths could be used as examples of different cultures.

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Eat and throw away - Lessons learnt from the pandemic (Task 36)

During the time of the COVID-19 pandemic, according to statistics most people had to change their life drastically. Many gained weight. At the same time, the use of plastic increased, having an environmental impact. This activity provides the same source text on which students will work in different languages, English, French, Spanish, Italian and German, and leaves room for the teacher to decide what language(s) will be used as Language A (language of source texts) or Language B (that of the end product of the students, which will be a leaflet). An additional aim of this activity is to raise students´ awareness of health and environmental issues during the pandemic, and to find some solutions to the problems.

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The Earth’s spheres (Task 41)

This lesson focuses on written mediation (filling in a table). The main tasks aim at: a) developing learners’ skills in selecting information from a source text (a scientific text), b) organising relevant information in specific groups, c) summarising messages into a target language, and d) developing the mediation strategies of paraphrasing, providing synonyms, and distinguishing major from minor information.

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Social media and teenage life (Task 42)

This lesson focuses on written mediation. The main tasks aim at: a) developing learners’ skills in selecting information from a source text (a blog entry), b) summarising messages into a target language, and c) developing the mediation strategies of paraphrasing, providing synonyms, distinguishing major from minor information.

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Volunteering (Task 44)

Through this lesson, students will have the opportunity to practise their cross-linguistic mediation skills in a variety of ways. But it is not only the different languages that are involved, but also the different genres across languages.

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