Innovation in Language Learning

Subsequent language teaching is traditionally approached with the development of four linguistic skills: Listening, Speaking, Reading, and Writing (Fox, Cheng, & Zumbo, 2014). A significant paradigm shift from skills to modes of communication was initially offered by the seminal Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) (Council of Europe, 2001). These modes are reception, interaction, production, and mediation. In particular, this last one is attracting the interest of scholars in the literature as more complex aspects of this mode are being explored and developed (Coste & Cavalli, 2015; North & Piccardo, 2016; Piccardo & North, 2019; Zarate, 2003). These conceptual elaborations resulted in the reconceptualization and development of illustrative descriptors for mediation (North & Piccardo, 2016; North and Panthier, 2016), which informed the updated version of the CEFR, with the CEFR Companion Volume (CEFRCV) (Council of Europe, 2020). The descriptors operationalize the concept of mediation and allow for its immediate application in language classrooms. Despite the growing interested in this topic, very few studies focus on the impact of mediation-based pedagogy and Action-Oriented tasks on language learners. This study explores a group of 12 adult learners (ages 19-45) of intermediate level (CEFR B1) from an English for Academic Purposes program in a Canadian College for 12 hours of instruction (6 weeks). The various Action-oriented tasks required participants to mediate text, concepts, communication, and to use mediation strategies to explain new ideas and to adapt a text. Participants completed these tasks on the ZOOM videoconferencing platform, and the qualitative data collected from transcriptions, individual interviews, and peer observations were analyzed using theme identification, synthesis, and pattern identification via inductive coding. Findings reveal an increase in observed and self-perceived participant awareness, autonomy, and motivation, with strong promise for language teaching and learning. 

References

Coste, D., & Cavalli, M. (2015). Education, mobility, otherness: The mediation functions of schools. Strasbourg, Council of Europe DGII–Directorate General of Democracy, language Policy Unit.

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge: Cambridge University Press. www.coe.int/en/web/common-european-framework-reference-languages/ (accessed 15 September 2019).

Council of Europe. (2020). Common European Framework of Reference  for  Languages:  Learning,  Teaching,  Assessment. Companion Volume. Strasbourg: Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 

Fox, J., Cheng, L., & Zumbo, B. D. (2014). Do they make a difference? The impact of English language programs on second language students in Canadian universities. TESOL Quarterly, 48(1), 57-85.

North, B. and Panthier, P. (2016) Updating the CEFR descriptors – The context. Research Notes 63, 16–23.