3 opportunities for using mediation with young learners

Tim Goodier
A group of children looking engaged on a task whist their teacher is sat near them

Mediation in the CEFR

The addition of ‘can do’ descriptors for mediation in the CEFR Companion Volume is certainly generating a lot of discussion. The CEFR levels A1 to C2 are a reference point to organise learning, teaching and assessment, and they are used in primary and secondary programs worldwide. Teachers of young learners aligning their courses to the CEFR may wonder if they should therefore be ‘teaching’ mediation as a standard to follow. Is this really the case? And what might ‘teaching’ mediation mean?

This short answer is that this is not the case – the CEFR is a reference work, not a curriculum. So the ‘can do’ statements for each level are an optional resource to use selectively as we see fit. This is particularly true for young learners, where ‘can do’ statements may be selected, adapted and simplified in a way that is accessible and meaningful to them. This approach is demonstrated in the many European Language Portfolios (ELPs) for young learners that were validated by the Council of Europe following the launch of the CEFR and ELP. 

So let’s recap what is meant by mediation in the CEFR. The new scales deal with three main areas:  

  • Mediating a text: taking things you have understood and communicating them in your own words to help others understand.Ìý
  • Mediating concepts: collaborating with others to talk through ideas and solutions and reach new conclusions. Ìý
  • Mediating communication: supporting the acceptance of different cultural viewpoints.

Focusing on mediation with young learners

Mediation activities may involve aspects of cognitive demand, general social competencies and literacy development that are too challenging for a given target age group or level. These factors need to be carefully considered when designing tasks. However, with the proper guidance it is possible that young learners can engage in mediation activities in a simple way appropriate to age, ability and context. of the potential relevance of the new descriptors to age groups 7 to 10 and 11 to 15.

Opportunities for mediation in the young learner classroom

It’s fair to say that opportunities for mediation activities already regularly occur in the communicative young learner classroom. These can be identified and enhanced if we want to develop this area.  

1. Collaboration 

Many young learner courses adopt an enquiry-based learning approach, guiding learners to collaborate on tasks and reach conclusions through creative thinking. The CEFR provides ‘can do’ statements for collaborating in a group starting at A1: Ìý

  • Can invite others’ contributions to very simple tasks using short, simple phrases.Ìý
  • Can indicate that he/she understands and ask whether others understand.Ìý
  • Can express an idea with very simple words and ask what others think.

Young learners at this level can build a basic repertoire of simple ‘collaborative behaviors’ with keywords and phrases connected to visual prompts e.g. posters. A routine can be set up before pair and share tasks to practice short phrases for asking what someone thinks, showing understanding, or saying you don’t understand. This can also include paralanguage, modeled by the teacher, for showing interest and offering someone else the turn to speak. 

It is important for young learners to be clear about what is expected of them and what will happen next, so such routines can effectively scaffold collaborative enquiry-based learning tasks. 

2. Communication 

‘Can do’ statements for mediating communication, such as facilitating pluricultural space, can orient objectives for learners themselves to foster understanding between different cultures. Again young learners can develop their behaviors for welcoming, listening and indicating understanding with the help of visual prompts, stories and role-model characters.

3. Discussion of texts  

Young learners also spend a lot of time mediating texts because they enjoy talking about stories they have listened to, watched or read. Although there is only one statement for expressing a personal response to creative texts at A1: ‘Can use simple words and phrases to say how a work made him/her feel’, this can inspire a more conscious focus on classroom phases to talk about responses to texts and stories, and equipping learners with keywords and phrases to express their reactions. In this way, as they progress towards A2 young learners can develop the confidence to talk about different aspects of the story in their own words, such as characters and their feelings. 

Moving forward

Clearly, it is not obligatory to focus on mediation activities with young learners – but the ‘can do’ statements are an interesting area to consider and reflect upon. There are some obvious parallels between mediation activities and 21st century skills or soft communication skills, and the CEFR ‘can do’ statements can help formulate manageable communicative learning objectives in this area. This, in turn, can inspire and orient classroom routines and tasks which prepare learners to be active communicators and social agents in the target language, developing their confidence to engage in mediation tasks as a feature of their lifelong learning pathways.

Get in touch and find out how ÃÛÌÒapp can help your language teachingÌý

More blogs from ÃÛÌÒapp

  • Buisness people in a workplace stood around a table laughing

    Business English idioms: Understanding corporate lingo

    By ÃÛÌÒapp Languages

    When it comes to business, communication is key. Knowing how to use business English idioms can really help you express yourself, make connections and achieve success. These colorful expressions add depth and nuance to our conversations, making it easier to communicate confidently and effectively.Ìý

    Today, we explore several commonly used idioms you might come across when using English in the workplace, providing examples of how they can be used and shedding light on their meanings.

    Ballpark figure

    A ballpark figure means an estimate or rough guess of a quantity or value. It's a handy way to give a general idea or range without getting too into the details. This can be really helpful during negotiations or planning when you don't need exact numbers. Ballpark figures give you a sense of the bigger picture without bogging you down with specifics.Ìý

    In the redÌý

    If someone says they are "in the red", it means they are having a tough time financially and are experiencing losses or negative cash flow. This happens when expenses are more than the money coming in, resulting in a negative balance or deficit. The term originated from using red ink in financial records to indicate negative numbers.

    Blue-sky thinking

    A way to describe a really creative and outside-the-box approach to problem-solving or brainstorming. Basically thinking or brainstorming without any boundaries or limits. A manager might encourage a team to do some blue-sky thinking, allowing them to come up with some very imaginative ideas and concepts.Ìý

    Square the circle

    An idiom for attempting an impossible task, originating from a math problem where you can't create a square with the same area as a circle using just a compass and straight edge. Someone may say trying to reach a solution all clients were happy with was like trying to square the circle, implying that it was a difficult and almost impossible task.

    Don't put all your eggs into one basket

    This saying suggests that relying on just one strategy or investment is not wise. It emphasizes the importance of diversification and spreading risks for long-term success. To achieve sustained success, a financial advisor may suggest to their client to diversify their investment portfolio and not solely rely on one option.

    Make ends meet

    The meaning of making ends meet involves being able to complete a task or project using the existing income or resources. It requires efficient management of finances to cover necessary expenses, despite having a limited budget or resources.ÌýFor instance, if someone is working on a project with a restricted budget, they may need to make ends meet as they cannot obtain additional funds to support it.

    Cover all bases

    This means considering every possible factor and handling them carefully to prevent problems or risks. Making sure everything is examined, and anticipating any potential challenges or situations. A business doing a report or analysis may want to "cover all the bases" to prevent any surprise issues or gaps.

    The origin of this is likely a reference to baseball. When playing defense, the goal is to protect or 'cover' your bases and stop the other team from getting points.

    Get down to brass tacks

    To solve a problem or task, by focusing on the important details and practical steps needed for success. Avoiding unnecessary distractions and concentrating on what's essential.ÌýFor instance, a project manager might say, "Let's focus on the necessary steps we need to take to complete this project on time by getting down to brass tacks."

    Playing hardball

    "Playing hardball" means being tough and unwavering during negotiations or business deals. It shows that someone is assertive and firm in defending their interests. If the other party is unyielding, a skilled negotiator may suggest "playing hardball" to get a better deal.

    These are just a few of a long list, but by adopting idioms and English phrases like these into your professional interactions, you can strengthen relationships with colleagues and showcase your understanding of the business environment more clearly. Plus, it can give you a boost of confidence in your language learning and in navigating the complex world of corporate English.

    If you want to refine your business English skills even further, make sure to check out our blog postÌý5 ways to politely say no in Business English. You can also check out Mondly, an app developed to help you learn languages for various realistic scenarios.Ìý

  • Two parents sat with their two children, writing in a workbook togeher

    5 essentials every child needs when you're teaching English

    By

    The educational choices available to children are evolving rapidly with apps, online courses, digital games, recordings and videos becoming easily accessible. However, amidst this technological advancement, human evolution has not suddenly accelerated, and the primary aim for teachers remains unchanged - helping children make sense of the world and leaving their mark on it.

    Here are five essential ways we can achieve that for every child, regardless of their circumstances, whether it's teaching English or fostering everyday learning and education.

    Ìý

  • A businessman smiling outside

    Upskilling and re-skilling for work: Future-proofing your career

    By Claire Chettiar

    In today's rapidly evolving work landscape, the importance of both upskilling and re-skilling has never been more evident. The skills required in the workplace are continuously shifting due to technological advancements, changing job roles, and increasing global competition. Learning new skills is the key to remaining relevant, competitive, and future proofing your career.Ìý

    A recentÌýÃÛÌÒapp skills outlook reportÌýshows how Indian workers are keen to improve their skills for career growth (with a focus on certain skills in technology and business English) to keep up with progression, and to stay relevant to employers. Following this, in today's post, we explore the significance of upskilling and re-skilling and how they can empower you to thrive in the dynamic world of work.Ìý

    Staying relevant in a changing job market

    The job market is in a constant state of flux, with traditional roles being disrupted and new ones emerging. Upskilling allows you to stay ahead of these changes in your current career, and reskilling allows you to adapt and remain relevant in the face of evolving skill requirements. By continuously updating and expanding your skill set, you enhance your employability and increase your chances of securing meaningful employment opportunities, even in the face of automation and job market fluctuations.

    Enhancing professional growth and advancement

    Upskilling is not just about maintaining your current job; it is also a catalyst for professional growth and advancement. By acquiring new skills, you broaden your horizons, open doors to new career possibilities, and position yourself for promotions and higher-level positions.

    Employers value employees who demonstrate a commitment to self-improvement and possess a diverse range of skills, making upskilling a powerful tool for career progression.

    Navigating technological advancements

    Technology continues to reshape the workplace, and upskilling is essential for effectively navigating these advancements. Automation, artificial intelligence, and digitalization are transforming industries, and workers must adapt to remain relevant. Re-skilling in areas such as data analysis, coding, cybersecurity, or digital marketing equips you with the expertise needed to leverage technology and work alongside it, rather than being displaced by it.

    Increasing job satisfaction and motivation

    Learning and growth are fundamental drivers of job satisfaction and motivation: research has shown that it is as significant a factor as low pay in peoples' decision to stay with a particular company or job role1. Upskilling not only expands your knowledge but also stimulates your intellectual curiosity and passion for your work. When you invest in your professional development, you can align your skills with your passions and find greater fulfilment in your chosen career path.

    Nurturing adaptability and resilience

    Upskilling fosters adaptability and resilience, two essential qualities in today's dynamic work environment. The estimates that a quarter of all jobs will be disrupted in the next five years alone; meaning that everyone needs to be prepared for change and uncertainty.

    By continuously learning and developing new skills, you become more adaptable to changing circumstances and can readily embrace new challenges. Upskilling enhances your problem-solving abilities, critical thinking skills, and ability to learn quickly, making you better equipped to handle unexpected situations and thrive in an ever-evolving workplace.

    Remaining competitive in a global economy

    As the world becomes increasingly interconnected, global competition for jobs is intensifying. By staying abreast of industry trends, acquiring in-demand skills, and demonstrating a commitment to self-improvement, you differentiate yourself from other candidates and increase your chances of securing coveted job opportunities, both domestically and internationally.

    The importance of upskilling and re-skilling for work cannot be overstated. In a rapidly changing world, they are the keys to remaining relevant, adaptable, and competitive. By continuously learning and developing new skills, you future-proof your career, enhance your employability, and open doors to new opportunities.

    Embrace skills development as a lifelong journey: by doing so, you empower yourself to thrive in the dynamic world of work and build a fulfilling, successful career.