The role of linguistic and cultural mediation in learning the host country’s language

Globalization and migration in the modern world have pointed out the need to reconsider the value of mediation in the acquisition of a foreign language. The CEFR Companion Volume (2020), supplemented with new descriptors of mediation and plurilingual/pluricultural competence, stresses the importance of the whole plurilingual repertoire of a language learner. Such leading authorities in multilingualism and mediation as Piccardo and North (2017) emphasize that the use of a learner’s linguistic and cultural background can make language learning more meaningful and effective. In this context, the usage of translanguaging is no longer observed as an obstacle but as a tool for raising motivation and confidence (Duarte, 2020). In order to develop insight into the role of mediation in learning the host country’s language in Great Britain and Lithuania, the study used a survey to explore how mediation activities and strategies can be applied in ESOL and the Lithuanian language for foreigners (A1 and A2) courses. Furthermore, the research explored the enhancement of mediated language teaching leading to new opportunities to: (1) develop students’ non-linguistic competences and soften linguistic/cultural barriers in a host country; (2) find out how language learners can collaborate with each other and serve as language mediators for their peers; (3) improve learners’ competence of translanguaging. For these reasons, a survey, involving a group of 23 ESOL students and 60 students of the Lithuanian language for foreigners, was conducted. To analyse language learning experiences using mediation and students’ native language (or other languages) when learning the target language, a quantitative research methodology was applied. Short semi- structured interviews with students and teachers were conducted after mediated language lessons. [...]Anglų kalbos skyriusVytauto Didžiojo universiteta