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    Programme 2020-2023
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    Médiation dans l’enseignement, l’apprentissage et l’évaluation des langues
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Matériel pédagogique

La base de données de tâches METLA contient des exemples de tâches de médiation (inter)linguistique dans différentes langues et pour différents contextes. Le matériel pédagogique METLA n'est disponible qu'en anglais. Il y a cependant 15 langues disponibles pour le matériel de l'élève. Vous pouvez les rechercher en utilisant la recherche par langue ci-dessous. 

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Ici, vous pouvez rechercher des documents dans une langue spécifique. Il peut s'agir de la langue impliquée dans la tâche (une langue que le matériel aborde) et/ou de la langue du matériel d'apprentissage de l'élève (une langue avec laquelle les élèves sont censés travailler).

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LANGUES FAMILIALES
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LANGUES FAMILIALES

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8 tâche(s) de médiation pour : Langues familiales
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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.

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Proper use of face masks (Task 6)

Learners are expected to relay information and explain data about the correct use of face masks with the help of poster diagrams, and also to produce an approximate translation.

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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.

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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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Healthy diet! (Task 17)

This task focuses on written mediation. The main activities included aim at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.

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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.

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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.

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A newcomer in our class (Task 89)

Learners welcome a newcomer from Poland in their 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.

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Liens courts vers les matériaux

Niveau du CECRL

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