This symposium reports on a ReN project on intercultural mediation in languages and cultures teaching and learning by an international team of researchers working multilingually, primarily using English and French. It approaches mediation from two perspectives. The first focuses on the features and processes of mediation that emerge in different language teaching and learning contexts. These presentations investigate how mediation can be understood as a language teaching and learning activity and consider mediation from multiple perspectives including, how mediation is to be understood in diverse contexts of teaching and learning, how teachers and learners act as mediators, how mediation is involved in learning processes, how mediation might be assessed, and the understandings and capabilities teachers and learners need to develop in order to mediate in language learning and use. The second perspective examines the ways that collaborative research across languages and cultures is itself an act of mediation and how such mediation can both expand and challenge existing understandings of the research field. Thinking through different languages creates a better understanding of terms, concepts and ways of working created in different research traditions. This work of using two languages in a plurilingual perspective is an essential act of mediation.
This symposium reports on a ReN project on intercultural mediation in languages and cultures teaching and learning by an international team of researchers working multilingually, primarily using English and French. It approaches mediation from two perspectives. The first focuses on the features and processes of mediation that emerge in different language teaching and learning contexts. These presentations investigate how mediation can be understood as a language teaching and learning activity and consider mediation from multiple perspectives including, how mediation is to be understood in diverse contexts of teaching and learning, how teachers and learners act as mediators, how mediation is involved in learning processes, how mediation might be assessed, and the understandings and capabilities teachers and learners need to develop in order to mediate in language learning and use. The second perspective examines the ways that collaborative research across languages and cultures is itself an act of mediation and how such mediation can both expand and challenge existing understandings of the research field. Thinking through different languages creates a better understanding of terms, concepts and ways of working created in different research traditions. This work of using two languages in a plurilingual perspective is an essential act of mediation.
Room 1 AILA 2021 aila2021@gcb.nl
Anthony Liddicoat
Martine Derivry
Elli Suzuki
Mariko Himeta
Barbara Pizziconi
Noriko Iwasaki
Yukiko Saito
Sasiwimol Klayklueng
Yukiko Saito
Martine DerivryTechnical Issues?
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