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

The METLA project proposes innovative and engaging ways in which teachers can include language mediation in their everyday classroom practice. Here you will find essential information about language mediation, plenty of examples of cross-linguistic mediation tasks and step-by-step guidelines on how you can design and evaluate your own language mediation tasks.

Overview
What is
mediation?
Mediation
in the CEFR
Mediation tasks
for learning and assessment
Teacher's
corner
teaching materials database

Teaching materials database

8 teaching materials on 1 page
page: 1 

Airport instructions

This is a project activity that focuses on cross-cultural communication and the way we communicate parts of this information to different people. First, the students will read a text regarding airport transportation, and they will write informal short messages as part of written text communication with an exchange student. Then, the students will have to use the same information and write a formal email to the student’s parents.

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Grocery list

Students should work in pairs (Student A-B). Each student will receive a different worksheet: Student A will receive the Worksheet Grocery List A in Language A. Following the scenario instructions on the worksheet, Student A should relay information related to food and practice polite question forms in Language B. Using the Worksheet Grocery List B, Student B listens carefully to the information introduced by Student A in Language B and then B selects the fruit and vegetables just mentioned by Student A and writes them down in Language B.

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A Londoner in Greece!

This lesson focuses on written mediation. The main tasks included aim at developing learners’ skills in selecting information from source texts of different genres, summarizing messages into a target language and developing the mediation strategies of paraphrasing, providing synonyms, distinguishing major from minor information.

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School World Song Contest

This activity is about incorporating learners’ home languages and the (inter-/pluri) cultural component. The students will watch a video news item about the Eurovision Song Contest and/or read an accompanying online text - both in Language A (the language of schooling). They will condense and summarise three key points in Language B (French) about Eurovision from the two source texts for the school newspaper or the school whiteboard. They will then collaborate to produce a poster in Language B based on the information in the texts - the aim of the poster is to advertise a multilingual school song contest. They will prepare for an oral presentation about music in their home countries in Language B (with help from their families). They will use their mediation skills to record a voice message in their home language (Language C) to explain the information in the poster to their families.

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Reasons to learn Spanish

This activity aims at providing practice to students into gathering information from a specific text in Language A (Greek) by identifying the main points in order to give a presentation on the reasons why someone should learn Spanish.

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Italian Menu

Students will perform a number of mediation activities as they go through the process of reading the menu, choosing, and ordering food and drinks for each member of their family while on holiday in a foreign country. The tasks aim at developing learners’ skills in selecting information from a source text and relaying it into a target text in another language.

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Transition Year work experience

The aim of the task is to compile a class Padlet (in Irish) comprising a series of video and text summaries of information students gather online about work experience placements. Students firstly watch a video in which other students share ideas in English for work experience placements, then they use a specific web resource in English to learn about various work experience possibilities for their Transition Year placements. They choose an experience which interests them, and they learn relevant vocabulary in Irish related to careers to help them complete a task in Irish which involves contributing a video recording and short text to a class Padlet.

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Lost dog

The aim of this activity is to practice a specific vocabulary, introduce students to different text media, and raise intercultural awareness. Students read a short text in Language A about a friend’s missing dog, and they will have to create an Instagram post and a “lost dog” flyer in Language B.

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