LA MEDIAZIONE CONCETTUALE E COMUNICATIVA E LE SUE IMPLICAZIONI NELL’AGIRE DIDATTICO

Ivana Fratter

doi:10.54103/2037-3597/30424

Authors

Ivana Fratter Università di Padova https://orcid.org/0000-0002-3202-6331

DOI:

https://doi.org/10.54103/2037-3597/30424

Abstract

Conceptual and Communicative Mediation and Its Implications for

Teaching Practice

The Companion Volume of the Common European Framework of Reference for Languages (2020), with its newly introduced mediation scales, has had – and continues to have –significant implications for various aspects of language education, including the didactic approach to second and foreign language (L2/FL) teaching. The mediation scales, namely Mediating Concepts and Mediating Communication, as articulated through individual descriptors, highlight a process that engages individuals in their entirety. As such, there is a growing need for professionals who are not only skilled in the mechanisms of language acquisition and pedagogy, but also in group management, interpersonal communication, and awareness of learners’ psychological and emotional dimensions. The teaching/learning process encompasses a range of dimensions that extend beyond the cognitive domain to include affective and emotional. One of the main challenges identified in recent studies on the use of the CEFR-CV mediation scales concerns the difficulty of effectively integrating these descriptors into teaching practices and course syllabi in a consistent and systematic manner, rather than treating them as sporadic or isolated activities. This paper aims to present selected pilot studies and offer concrete examples of how mediation scales have been implemented in university-level L2 Italian courses. The proposed methodology may also be adapted for use in other educational contexts and with diverse learner profiles.

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