Innovation in Language Learning
Mediation and Innovation in Language Teaching: Integrating Digital Tools and Emotional Engagement
Sara Biasin, Independent researcher & freelance teacher and instructor. Collaborations with “PostMasterITALS” – Università Ca’Foscari Venezia and “Futura” – Mondadori Education (Switzerland)
Abstract
In the era of pervasive technologies, the role of the language teacher as a mediator has acquired -and is constantly acquiring- new dimensions. Mediation no longer concerns only the linguistic and affective needs of learners, but also the interplay between these needs and the growing presence of digital tools in teaching and learning practices.
This contribution presents a reflection based on teacher training experiences with Italian L2/LS teachers, developed within the framework of professional development projects (Futura – Mondadori Education; PostMaster ITALS, Ca’ Foscari University of Venice). The focus is on how teachers can help develop mediation competences by designing digital tasks that integrate affective factors, intercultural awareness, and collaborative learning. Through examples of practice, the paper illustrates strategies that enable students to move across languages, codes, and semiotic resources, thus reinforcing their autonomy and engagement.
At the same time, the teacher is presented as a double mediator: between learners and their linguistic and affective needs, and between learners and digital environments, while ultimately mediating between these two spheres themselves.
The proposal highlights the potential of combining emotional awareness and digital literacy in order to shape language education that is inclusive, adaptive, and responsive to contemporary challenges.
Keywords: Language mediation, digital tools, emotional engagement and affective factors, language teaching innovation, learner needs, Italian L2/LS, teacher training.
REFERENCES
[1] Cipriano, E. F. (2025). Docenti nell’era digitale: tra DigCompEdu e intelligenza emotiva. Oltre il Fatto (04.2025);
[2] Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. Strasbourg: Council of Europe Publishing;
[3] Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism and collaborative learning. Strasbourg: Council of Europe Publishing;
[4] Tellisch, J., & Lang, M. (2024). Pädagogische Beziehung und Digitalisierung. Zur Wirkung digitaler Lernumgebungen auf das Verhältnis zwischen Lehrkräften und Lernenden. In Pädagogische Rundschau, 78(2), 112–130.
