Abstract
This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school setting.
Highlights
Since the beginning of civilisation, the concept of mediation has existed as a feasible solution to solve problems in many different fields
The last idea is so natural for Content and language integrated learning (CLIL) or Content and Language Integrated Learning classrooms that we will advocate for the nexus of knowledge development via L2 and mediation throughout this study
The implementation of the pilot study provides empirical findings that might be described in line with the subsequent subdivision: (1) an example of a teaching simulation lesson supported by the mediation focus; (2) an example of an assessment rubric to evaluate the teaching simulation proposed; (3) a questionnaire focused on the teaching simulation and a group discussion evaluating experimental study outcomes
Summary
Since the beginning of civilisation, the concept of mediation has existed as a feasible solution to solve problems in many different fields. The CEFR Companion 2018 version (Council of Europe, 2018) considers that mediation or mediating communication should facilitate understanding and accomplish a successful communication between speakers with different cultural, linguistic or intellectual backgrounds. Mediating a text: processing a text in speech. A short video presenting the lesson plan: food vocabulary, food groups, frequency of consumption of each type of food 1. Mediating a text: processing a text in speech & visuals; translating; 1.1. Video presentation of the lesson vocabulary (6 mins): note-taking images, written word, pronunciation. Short visual vocabulary presentation (visual presentation, 9 Mediating a text: processing a text in speech & visuals; translating; slides on Genial.ly): note-taking food groups. Short video reminding food groups and introducing Mediating a text: processing a text in speech & visuals nutrition value of different types of food
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