Progress in language learning – what is it and how can we measure it? How can we motivate learners to learn? So they can see the long-term benefits of learning a language. These are some of the fundamental questions facing language teachers, ever more so today with online and hybrid learning. What tools are there to help teachers? The discussion focuses on both traditional concepts of motivation and more recent developments in technology to support learning. This shines a light on the complex factors which underpin the psychology of progress.
In this webinar we describe the concept of mediation as highlighted in the latest Common European Framework of Reference - Companion Volume of the Council of Europe, from a global, intercultural and multilingual perspective, and explore how to teach mediation online.
In this webinar we untangle the theory behind mediation with clear, easy-to-understand examples and explain its importance in our increasingly connected world. We examine how to teach mediation using regular classroom activities as well as bespoke mediation tasks, with examples from the new adults course, Roadmap.
This webinar explores the relevance of mediation for young learners and teens. We consider the rationale for focusing on mediation activities as part of lifelong learning, and step by step approaches that acknowledge literacy development and general competences.
We also explore how simple classroom routines can familiarise young learners with relevant principles, such as collaborating, presenting and explaining, and so lay the groundwork for the development of mediation skills over time.
We evaluate the relevance of mediation can-do statements to different age groups.
This session introduces the broadened concept of mediation illustrated in the CEFR Companion Volume, and the insights it can provide for language learning and teaching. We look at how the new descriptors for mediation expand and clarify this concept and its relevance to the needs of 21st century language learners.
We then consider how mediation is already an integral part of the communicative classroom, and how a conscious focus on mediation can enhance the personalisation of learning in an 'action-oriented approach'. This is illustrated with some examples of relevant tasks and strategies.