Mediation in the EFL Classroom: Concept, characteristics, and pedagogical proposals for EFL Teachers

Enfoque

Introduction

Mediation in the English as a Foreign Language (EFL) classroom plays a crucial role in facilitating language learning by bridging the gap between learners and the target language. Understanding the concept, characteristics, and effective strategies of mediation is essential for EFL teachers to create a conducive learning environment. This presentation aims to explore the concept of mediation, its characteristics, propose strategies for EFL teachers, and discuss its implications in the classroom.

Objectives:

1. To define the concept of mediation in the EFL context.

2. To identify the characteristics of effective mediation in language learning.

3. To propose practical strategies for EFL teachers to implement mediation in their classrooms.

4. To discuss the implications and benefits of mediation for language learning.

Methodology:

This presentation draws upon a comprehensive review of existing literature on mediation in language learning contexts, particularly focusing on the EFL setting. Various scholarly references were consulted to understand the concept, characteristics, and strategies of mediation. Additionally, personal experiences and observations as EFL educators were considered to provide practical insights and suggestions for teachers.

Proposal

Effective mediation in the EFL classroom involves the teacher’s role as a facilitator who guides learners in understanding and constructing meaning in the target language. Our proposal integrates this and train the future and current teachers on how to approach mediation in the classroom through different activity proposals. The different activities proposed in this presentation are based on the current educational framework in Spain and the Common European Framework of Reference for Languages (CEFR).

Discussion

The implementation of mediation strategies in the EFL classroom empowers learners to take ownership of their learning and fosters a communicative and collaborative learning environment. By guiding learners through meaningful interactions and authentic experiences, mediation facilitates language acquisition and promotes language fluency and proficiency. Moreover, mediation enhances learners’ critical thinking skills and intercultural competence by exposing them to diverse perspectives and cultural nuances embedded in the language.

Conclusion

Mediation in the EFL classroom is not merely a pedagogical tool but a fundamental approach that transforms the learning experience for both teachers and learners. By understanding the concept, characteristics, and effective strategies of mediation, EFL teachers can create dynamic and engaging learning environments that promote language acquisition and intercultural communication. Embracing mediation as a guiding principle in EFL education can lead to more effective language learning outcomes and empower learners to become proficient and confident users of the English language.