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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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    materials

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. Vous trouverez la description et la langue du matériel de l'enseignant 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. 

Langues disponibles

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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8 tâche(s) de médiation
page: 1 

Grocery list (Task 1)

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Italian menu (Task 43)

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Lost dog (Task 4)

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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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Maths family connect sessions (Task 11)

Learners are asked to relay information and explain data from a poster about Maths evening classes for learners accompanied by their parents.

Plus d'info

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.

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The Earth’s spheres (Task 41)

This task focuses on written mediation (filling in a table). The main activities aim at: a) developing learners’ skills in selecting information from a source text (a scientific text), b) organising relevant information in specific groups, c) summarising messages in a target language, and d) developing the mediation strategies of paraphrasing, providing synonyms, and distinguishing major from minor information.

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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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Short links to materials

CEFR proficiency levels

A1
A2
B1
B2
C1
C2