MEDIAZIONE, TECNOLOGIA E APPROCCI PLURALI: UNA PROPOSTA PEDAGOGICA PER LA FORMAZIONE DELL’INSEGNANTE

Giulia Ciaramita

doi:10.54103/2037-3597/30421

Autori/Autrici

Giulia Ciaramita https://orcid.org/0000-0002-9685-5518

DOI:

https://doi.org/10.54103/2037-3597/30421

Abstract

Il Volume Complementare del QCER (2020) include il concetto di mediazione, definendolo e sottolineando il suo ruolo nella didattica delle lingue, focalizzandosi sulla sua relazione con lo sviluppo delle competenze plurilingui e pluriculturali. In letteratura, esistono vari studi sulla mediazione in didattica (Dendrinos, 2006; González-Davies, 2020). Tuttavia, manca ancora un focus più specifico sull’integrazione di tecnologia e mediazione all’interno di una didattica task-based e per approcci plurali. Lo scopo di questo contributo è quello di fornire alcuni dati qualitativi e quantitativi, raccolti tramite questionari e task grazie alla collaborazione con il progetto europeo TEMPLATE (https://templateplurilingualism.eu/), sulle capacità dei docenti includere e insegnare la mediazione, integrandola con l’uso delle ICT in task plurilingue. Sulla base dei dati raccolti viene fornita una proposta pedagogica per migliorare la formazione dei docenti su questo tema. La suddetta proposta consiste in un corso di formazione che include moduli teorici (mediazione, plurilinguismo, tecnologia) e momenti più pratici (analisi di libri di testo, realizzazione di task plurilingue sulla mediazione con l’integrazione della tecnologia).

Mediation, technology, and plural approaches: A pedagogical proposal for teacher training

The Companion Volume of the CEFR (2020) includes the concept of mediation, defining it and highlighting its role in language education, with a particular focus on its connection to the development of plurilingual and pluricultural competences. In the literature, there are various studies on mediation in language teaching (Dendrinos, 2006; González-Davies, 2020). However, there is still a lack of specific focus on the integration of technology and mediation within a task-based and pluralistic approach to teaching. The aim of this contribution is to provide some qualitative and quantitative data, collected through questionnaires and tasks in collaboration with the European project TEMPLATE (https://templateplurilingualism.eu/), on teachers’ ability to include and teach mediation by integrating it with the use of ICT in plurilingual tasks. Based on the data collected, a pedagogical proposal is presented to improve teacher training on this topic. The proposal consists of a training course that includes theoretical modules (mediation, plurilingualism, technology) as well as more practical components (textbook analysis, development of plurilingual mediation tasks with the integration of technology).

Downloads

I dati di download non sono ancora disponibili.

Riferimenti bibliografici

Ciaramita G. (2024), “Multimodality as a mediation strategy in foreign language textbooks”, in Álvarez-Gil F. J., Quintana-Toledo E., Sánchez Cuervo M. E. (eds.) The intercultural dimension in language learning: some cases studies, Peter Lang, Lausanne, pp. 71-104.

Council of Europe (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), https://rm.coe.int/16802fc1bf. Trad. it. a cura di Bertocchi D., Quartapelle F. - Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione (2002), La Nuova Italia-Oxford, Firenze.

Consiglio d’Europa (2015), Education, mobility, otherness. The mediation functions of schools, https://rm.coe.int/education-mobility-otherness-the-mediation-functions-ofschools/16807367e.

Consiglio d’Europa (2018), Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL). Companion Volume with New Descriptors:

https://rm.coe.int/cefr-companion-volume-with-newdescriptors- 2018/1680787989.

Consiglio d’Europa (2020), Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), Companion Volume with New Descriptors, https://rm.coe.int/common-european-framework-of-reference-for-languages-learningteaching/16809ea0d4. Trad it. a cura di Barsi M., Lugarini E., Cardinaletti A., Quadro comune europeo di riferimento per le lingue: apprendimento, insegnamento, valutazione. Volume complementare, in Italiano LinguaDue, 12, 2, 2020:

https://riviste.unimi.it/index.php/promoitals/article/view/15120/13999.

D’Agostino A., Longobardi S., Migali G., Russo F. (2022), “Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy”, in Quality & Quantity: https://doi.org/10.1007/s11135-022-01586-4.

Daftarifard P., Birjandi P. (2017), “Impact of mediation types on Iranian EFL learners’ reading comprehension strategies”, in Journal of Research in Applied Linguistics, 8,1, pp. 22-45: https://rals.scu.ac.ir/article_12611.html.

García-Sampedro M., Rodríguez-Olay L., Peña-Suárez E. (2024), “ICT tools implementation in post-pandemic schools in Spain: Language teachers’ perceptions”, in Revista de Investigación Educativa, 42, 1, pp. 223-239:

https://doi.org/10.6018/rie.561621.

Jalilifar A., Mashhadi A. (2013), “Current trends in research on mobile phones in language learning”, in Journal of Research in Applied Linguistics, 4, 2, pp. 110-127:

https://rals.scu.ac.ir/article_10541.html.

McGarr O., McDonagh A. (2019), Digital Competence in TMcGarr O., Mifsud L., Rubio Colomer J. C. (2021), “Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain”, in Learning, Media and Technology, 46, 4, pp. 483-497:

https://doi.org/10.1080/17439884.2021.1913182.

Ministerio de Educación y Ciencia (1988), Proyectos Atena y Mercurio, Programa de Nuevas Tecnologías de la información y de la Comunicación (P.N.T.I.C.):

https://sede.educacion.gob.es/publiventa/descarga.action?f_codigo_agc=18286.

Ministero dell’Istruzione, dell’Università e della Ricerca (2015), Piano Nazionale Scuola Digitale: https://www.miur.gov.it/documents/20182/50615/Piano+nazionale+scuola+digitale.pdf/5b1a7e34-b678-40c5-8d26-e7b646708d70?version=1.1&t=1496170125686.

Nadales Bonilla R., Valderrama Molina M. (2020), “La mediación y su impacto en las aulas de las escuelas oficiales de idiomas”, in e-Co. Revista Digital de Educación y Formación del profesorado, 17, pp. 529-540:

http://revistaeco.cepcordoba.es/wpcontent/uploads/2020/04/Nadales2.pdf.

Nurieva G., Garaeva L. (2020), “Zoom-based distance learning of English as a foreign language”, in Journal of Research in Applied Linguistics, 11 (Atti del 7° Convegno Internazionale su Applied Linguistics Issues – ALI 2020, San Pietroburgo, 13-14 giugno 2020):

https://rals.scu.ac.ir/article_16344_f87bf6bf9954257b22980e65e8f1fee7.pdf.

Piccardo E. (2020), “La mediazione al cuore dell’apprendimento linguistico per una didattica 3.0”, in Italiano LinguaDue, 1, pp. 561-585:

https://riviste.unimi.it/index.php/promoitals/article/view/13946/13088.

Punie Y. (ed.), Redecker C. (2017), European Framework for the Digital Competence of Educators: DigCompEdu: https://publications.jrc.ec.europa.eu/repository/handle/JRC107466.

SITOGRAFIA

Canva: https://www.canva.com/.

EdPuzzle: https://edpuzzle.com/.

IDEAL project: https://erasmus-plus.ec.europa.eu/projects/search/details/2019-1-DE02-KA204-006523.

Mentimeter: https://www.mentimeter.com/.

Mission Enérgie:

https://www.missionenergie.goodplanet.org/fiche/quest-ce-que-le-changementclimatique-3/.

Rewordify: https://rewordify.com/.

TEMPLATE project:

https://templateplurilingualism.eu/; https://www.youtube.com/@templateeu2041.eacher Education, Output 1 del progetto Erasmus+ “Developing Student Teachers’ Digital Competence (DICTE)”: https://dicte.oslomet.no/.