Incorporating cross-linguistic mediation in the Italian language classroom

Abstract

Mediation is a complex concept that has many faces. It is a social, linguistic, and cultural process that facilitates cooperation and creates spaces and the right conditions for the construction of meaning. This dissertation explores the integration of cross-linguistic mediation in the Italian language classroom to enhance culturally responsive education. Grounded in the theories of Dewey and Vygotsky and guided by the Common European Framework of Reference for Languages (CEFR) and its Companion Volume (CEFR-CV), the study examines how mediation practices can be incorporated to foster linguistic and cultural competence. Five lesson plans were developed and trialled with Year 9 to Year 11 students, focusing on practical real-life situations. The findings obtained following data collected from the students who attended these lessons indicate that cross-linguistic mediation significantly enhances critical thinking, problem-solving, and adaptability, enabling students to convey meaning across linguistic and cultural boundaries effectively. Results also indicate a positive impact on students’ language learning strategies, autonomy, and intercultural understanding. However, the study also identifies limitations such as time constraints, specific educational contexts, and resource availability. The research underscores the importance of tailored mediation tasks and the pivotal role of educators in guiding students through diverse linguistic situational contexts. Recommendations for future research include exploring broader applications of mediation tasks and addressing identified constraints. This dissertation contributes to the field by demonstrating the practical benefits of cross-linguistic mediation in enhancing language proficiency and intercultural awareness, thereby supporting the development of more inclusive and effective language education practices.