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    Programme 2020-2023
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    Mediation in teaching, learning and assessment
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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.

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9 teaching materials
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School World Song Contest (Task 37)

This activity is about incorporating learners’ home languages and an (inter-/pluri) cultural component. The learners 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 then 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 and 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 then prepare for an oral presentation about music in their home countries in Language B (with help from their families). They also 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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Lost dog (Task 4)

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

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Airport instructions (Task 9)

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 learners read a text regarding airport transportation and write informal short messages as part of written text communication with an exchange student. Then, the learners use the same information to write a formal email to the student’s parents.

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Students’ housing problems (Task 10)

The task discusses the living situation of university students in Germany and other European countries and invites learners to reflect on their plans after graduation. First, the situation is displayed in an info text and graphics. The learners then mediate the contents to a friend in the form of a voice message and explain it further in a WhatsApp message. Then they compare the situation in Germany to their friends’ and family’s experiences in other countries. In task 4, another text about living with the parents is read and mediated to another friend. Finally, the learners prepare a panel discussion (in groups) about the advantages and disadvantages of living with parents during university. They receive two texts in favour and two texts against living with parents (in English) and watch a video (in German) in order to prepare the discussion.

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Hot topics and digital media (Task 16)

Engaging learners in the crisscrossing of information available in several media in different languages, this task aims at developing their critical thinking and skills of relating and interpreting. Because young people consume information in several languages, this task intends to bring their multiliteracy skills to the foreign language classroom. The tasks, even if classroom-specific, are oriented towards students’ authentic, every day needs as consumers and producers of media.

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Mediation in intercultural daily communication (Task 27)

This task aims at developing learners’ abilities to evaluate the use of mediation strategies in daily situations. By analysing a cross-linguistic (Arabic-French) and intercultural situation as depicted in a literary work, learners are able to discuss how intercultural differences, linguistic skills, and power structures impact the outcomes of mediation in daily interaction. Even if the task is almost exclusively planned to be developed in the target language (French) at an advanced level, learners can rely on their knowledge of the official/school language (Language A) and of Arabic (as possible heritage language).

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European Day of Languages (Task 33)

Learners in groups prepare one product: a short video, a poster, or a leaflet promoting multilingualism for the European Day of Languages (26th September) at their secondary school. They prepare their video/poster/leaflet about the advantages of multilingualism, and then present their products to the class.

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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 lives drastically. Many gained weight. At the same time, the use of plastic increased, with an environmental impact. This task provides the same source text on which learners 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 (or the learners' end product, which is a leaflet). An additional aim is to raise learners' awareness of health and environmental issues during the pandemic, and to find some solutions to the problems.

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Visiting Paris (Task 45)

This task aims to familiarise learners with the process of transferring information from one language to another with the use of videos which focus on specific monuments in Paris.

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CEFR proficiency levels

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