Teaching and assessment of linguistic mediation using the Moodle learning platform: A study case of EFL at the Online Official School of Languages in Gran Canaria (Canary Islands)

Abstract

Linguistic mediation, now integrated into European language curricula and exams, represents a broader and richer understanding of the everyday act of communication. As conceptualized in the CEFR Companion Volume, the learner is conceived as “a social agent who creates bridges and helps to construct or convey meaning, sometimes within the same language, sometimes across modalities, and sometimes from one language to another (cross-linguistic mediation)” (Council of Europe, 2020, p. 90). However, this paradigm shift from a static view of language to a dynamic view of co-construction of meaning has not been a smooth one. The development and refinement of the concept of mediation has taken plenty of time and research since its official introduction in the CEFR in 2001. Concerning its integration into the European language curricula has coincided with the worst and largest sanitary crisis of our times, the challenge students have had to face implied not only dealing with one new skill but also with the double-edged sword of online learning. The successful integration of linguistic mediation not only into the curricula but also into speakers’ minds turns on a thoughtful reconsideration of our approach to its practical implementation in online environments. This dissertation seeks to theoretically explore previous literature on changes and updates to the concept of mediation in the CEFR and cast light on potential gaps in relation to its practical dimension. More specifically, first we present a critical literature review that support and guide the analysis and search of the most effective ways of teaching and assessing when it comes to oral and written mediation using Moodle in the online Official School of Languages in the Canary Islands. Consequently, and considering the main tenets of a practical implementation of linguistic mediation, we describe five different actionoriented scenarios that were designed following the recommendations of the Council of Europe to exemplify how to leverage our resources to teach linguistic mediation in online environments. We then analyze the performances and progress of selected students and reach our conclusions on the viability and effectiveness of the Moodle platform in facilitating the teaching, learning and assessment of linguistic mediation in online environments. The results obtained unveil promising research in the field in terms of relevant variables, such as the students’ uneven and pluricultural profiles and digital competence. This will help us face the challenges found in the practical implementation of linguistic mediation in the classroom. Similarly, this work aims to fuel the groundwork for research of the role of the teacher and design of tailored rubrics that raise awareness of the complexity involved in the assessment of linguistic mediation and provide profiled grades.