| Abstrakt: |
Since the publication of the CEFR (2001), foreign language research has attempted to theorize the concept of mediation and to develop teaching materials and evaluation instruments on an empirical basis. The first part of this article presents the central results and open questions of this research work. The second part will examine whether and how the new concept of mediation as developed by the Companion Volume to the CEFR (2018) addresses the questions raised by this research, and explore the new perspectives this text offers. The main elements of the Companion Volume's concept of mediation will be presented (mediating a text, mediating concepts, mediating communication, mediation strategies); these will be critically discussed with regard to issues such as the degree to which mediation can be distinguished from other communicative activities, especially in reception and interaction, the conception of otherness for (inter-)cultural learning, and the challenge of inclusion. [ABSTRACT FROM AUTHOR] |
