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Mediation in teaching, learning and assessment

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Mediation
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Mediation tasks

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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.

22 teaching materials on 1 page

page: 1

Grocery list (Task 1)

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

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.

Reasons to learn Spanish (Task 38)

This activity aims at providing practice in 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.

Italian menu (Task 43)

Learners 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 activities aim at developing learners’ skills in selecting information from a source text and relaying it into a target text in another language.

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.

Filmmaking competition (Task 7)

Learnersl perform a number of mediation activities as they go through the process of getting to know about a language film design competition and of actually writing the script for the competition. The task aims at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.

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.

T-shirt design competition (Task 12)

Learners perform a number of mediation activities as they go through the process of getting to know about a language t-shirt design competition and prepare a final presentation of their work. The task aims at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.

Tower of Babel – WhatsApp group (Task 13)

The aim of this task is to develop learner’s reception and production skills in an authentic situation. Firstly, the learners discuss the features of a typical social media (e.g. WhatsApp) message. Then, working in small groups, they read five different WhatsApp messages (Language B/C), and provide an answer either in Language A and/or B(/C), depending on the instructions given in the message. Finally, they share their answers with the rest of the groups. As a follow-up activity, learners have to write their own message in Language A as part of their homework, and next time, in pairs, they answer their own messages in Language B (/C).

A visitor from Mexico (Task 14)

Learners 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 tourism 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 plan. The second part (step 4) involves intercultural aspects and uses a text format that learners are familiar with: a social media message. In the third part (step 5), learners can reflect on their multilingual practice. In the final two parts (steps 6 and 7), they 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.

First-aid poster (Task 22)

This is a project-based task that focuses on first-aid instructions. Learners create informative posters and present them in front of a small group of other learners.

First-aid instructions (Task 24)

The aim of this task is to practise learners’ reception and production skills in an authentic situation. They first read a short text in Language A about fainting, and then role play a phone call scenario in pairs.

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).

A Mexican in your town (Task 30)

This task aims at familiarizing learners with different text types and practising their skills in comprehending texts in Language A and producing in Language B and vice versa. In the first part, learners mediate a German text about tourism information in Spanish. Then a Spanish text is mediated into German or a heritage language, involving intercultural aspects and using a text format that learners are accustomed to: a WhatsApp message. In the third stage, learners reflect on their own experiences with mediation.

World mythology (Task 31)

The aim of this task (which could be adapted to include Languages A-B-C) is to familiarise learners with different cultures and media texts. Firstly, the they 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 are asked to create a short podcast in Language B. Finally, they 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.

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.

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.

A visitor from Scotland (Task 39)

Learners learn how to describe places through the use of adjectives and at the same time they become familiar with different text types. They practise their skills in comprehending texts in Language A and producing a text in Language B. Communicating tourism information to people in another language is a common activity which can be developed in the classroom with the first activity. The second part involves intercultural aspects and uses a text format that learners are accustomed to: a social media message. In the third part students can reflect on their multilingual practises. In the final two parts, learners are exposed to multimodal texts (song and text) and are asked to transfer information from one language to another on a relevant topic: learning foreign languages.

Volunteering (Task 44)

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

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.

Transition Year work experience (Task 46)

The aim of the task is to compile a class Padlet (in Irish) comprising a series of video and text summaries of information learners gather online about work experience placements. They firstly watch a video in which other leaners share ideas in English on 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.

A newcomer in our class (Task 89)

Learners welcome a newcomer from Poland in our class. They learn how to describe classroom rules to the newcomer by using the imperative form of verbs (affirmative or negative form) and the appropriate nouns and adjectives. They practise their skills in comprehending a short text in Language A and producing meaning in Language B. The task plan consists of six steps, each containing three stages. Communicating classroom rules to a peer in another language is a common practice which can be taught in the classroom with steps 1-4, in the first part of the task plan. The second part (step 5) involves collaboration and creativity, as learners make their own posters for the school’s classrooms. In the final part (step 6) they reflect upon their multilingual experience, producing short texts which will be published on the school’s blog.

Short links to materials

CEFR proficiency levels

ISCED levels

More details on these levels

CEFR Companion Volume scales for mediating a text

Relaying specific information in speech / in writing

Explaining data in speech / in writing

Processing text in speech / in writing

Translating a written text in speech / in writing

Expressing a personal response to creative texts

More details on these scales

CEFR Companion Volume scales for mediation strategies

Linking to previous knowledge

Breaking down complicated information

Adapting language

Amplifying a dense text

Streamlining a text

More details on these scales