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.

Write a 400-500 word essay: **"Should secondary EFL classrooms prioritise oral interaction over written accuracy in the final term before high-stakes exams?"** Your response must: - Present a clear position (not neutral summary) - Integrate arguments about learning outcomes and exam requirements - Include classroom implementation examples for ESO/Bachillerato - Anticipate one strong counterargument and rebut it

Strong answers should balance communicative goals with exam realities, arguing for principled integration rather than false dichotomy. Expected elements: sequencing oral rehearsal into writing quality, explicit feedback cycles, and assessment designs that protect validity.

El departament de llengües d'un institut ha detectat que molts alumnes de 4t d'ESO entenen els textos en anglès, però tenen dificultats per explicar-ne les idees principals amb les seves paraules. Per millorar aquesta situació, el centre vol introduir activitats setmanals de mediació: resum oral en parelles, síntesi escrita per a companys amb més dificultats i petites tasques de reformulació de vocabulari acadèmic. El professorat també vol que aquestes activitats comptin en l'avaluació contínua, però amb criteris clars i compartits amb l'alumnat. L'objectiu no és augmentar exàmens, sinó generar evidències de progrés real en comprensió, expressió i cooperació.