Simulacre Oposicions Anglès (Lengua Extranjera) #6

Read the text and answer the questions. **Mediation in the Language Classroom: Beyond Translation** The inclusion of mediation in recent language curricula has changed how teachers design communicative tasks. For years, many classrooms treated language competence as the ability to produce grammatically accurate output in individual tasks. Mediation broadens this view: learners are expected not only to express themselves but also to help others understand, collaborate, and co-construct meaning. In practice, mediation may involve summarising a complex text for classmates, rephrasing technical information in simpler language, or facilitating group dialogue when there are misunderstandings. These actions require linguistic, cognitive, and social skills at once. Students must select key ideas, adapt register and tone to their audience, and monitor whether communication goals are being achieved. For teachers, mediation presents both opportunities and challenges. On the one hand, it aligns closely with inclusive education because it values interaction, scaffolding, and peer support. On the other hand, assessment can be difficult if teachers rely on traditional correction models. Marking isolated grammar errors does not capture whether a learner can reorganise information for a specific audience or maintain cooperative communication. Effective mediation assessment therefore needs transparent criteria: relevance of selected content, coherence of reformulation, language appropriacy, and interaction management. It also benefits from multimodal evidence, such as brief oral performances, collaborative products, and reflective notes. In this sense, mediation is not an optional add-on but a practical bridge between language knowledge and real-world communicative responsibility.