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Essential Needs for the Development of University Stidents’ Academic Mediation Skillsстатья
- Авторы: Safonova V., Bazina N., Mironova O., Jegorova N.
- Сборник: Enriching 21st-century Language Education. The CEFR Companion volume in practice
- Глава в коллективной монографии
- Год издания: 2022
- Издательство: Council of Europe
- Местоположение издательства: Strasbourg, France
- Первая страница: 239
- Последняя страница: 253
- Номер статьи: Chapter 16
- Аннотация: In the contemporary glocalised world, mediation skills are of vital importance for effective intercultural communication in any sphere of human activity. The mediation section in the CEFR Companion volume (Council of Europe 2020) has established a new common basis for designing and producing teaching/learning materials related to this mode of communication in Europe. However, teaching all types of CEFR mediation activities to university students is quite a challenge for European language education. The development of an effective strategy for teaching and assessing mediation requires:1. study of teachers’ attitudes to introducing mediation as a new objective in language education and their preparedness for achieving it;2. analysis of learners’ mediation needs; and3. evaluation of current learning materials for their relevance to mediation in the educational context concerned.For these reasons, this case study investigated Russian university teachers’ attitudes to the introduction of types of mediation activities and strategies into the language classroom; identified MA and PhD students’ needs to act as a mediator in international academic settings; and outlined some assessment tasks for evaluating students’ academic mediation skills.For these purposes, questionnaires, structured interviews and project discussions were conducted at three Russian universities, Lomonosov MSU, MGIMO and Nizhny Novgorod State Pedagogical University. Among the respondents were 70 university teachers,10 MA and 10 PhD students.The data collected suggest that the introduction of mediation as an objective and an aspect of language education in Russia requires:1. support for university teachers with a bilingual glossary of terms used in the CEFR presentation of mediation, to assist syllabus developers;2. organising initial and in-service training of language teachers at each of the cycles of higher education (BA; Masters; PhD);3. creating online self-training guides and self-study toolkits for teachers and learners;4. designing true-to-life learning materials that are graded and specified for each cycle of higher education;5. support for language practitioners with tasks designed with reference to the CEFR mediation descriptors, adapted for profiling achievement in language programmes for specific and/or academic purposes.As a result of this analysis, the focus in the project switched from the original intention (to provide assessment tools) to the development of awareness-raising and support tools, with exemplar classroom materials to come in a follow-up project. The project participants confirmed that there should be a strong relationship between instructors’ pedagogical and educational beliefs, the available course materials and training tools, appropriate for each particular university language education context in Russia.The English-Russian glossary of CEFR mediation terms compiled by project participants was given to MSU and MGIMO teachers for constructive criticism. The evaluation of modern language course books revealed that the only cross-linguistic activities concerned translation tasks, the format and content of which could be considerably improved with a view to adopting the CEFR action-oriented and pluricultural approach. New and innovative tasks should be designed for developing learners’ abilities to mediate a text, mediate concepts and mediate communication.The project team also sketched out a number of mediation pre-tasks and cultural mediation tasks in order to enhance MA students’ abilities to mediate communication in scholarly and research settings. The report ended with some key considerations in a typology of tasks for developing and evaluating students’ mediation skills during curriculum-embedded teacher assessment.Overall, this case study has raised awareness of mediation teaching/learning activities in the field of higher education and revealed the vital necessity of intensive co-operation in this domain.
- Добавил в систему: Сафонова Виктория Викторовна