This month we are publishing Cross-Language Mediation in Foreign Language Teaching and Testing by Maria Stathopoulou which examines mediation between languages and the challenges that mediators often face. In this post, Maria outlines the issues explored in the book.
Users of two or more languages may mediate in their everyday life, but why are some more successful than others? How do effective mediators (or cross-languagers) achieve specific communication goals? What techniques and language tools do they use? What strategies differentiate successful from less successful mediators? These are some of the questions addressed in this book which sheds new light on the mechanisms of cross-language mediation.
Being concerned with the purposeful relaying of information from one language to another, this book considers mediation as a form of translanguaging, a language practice which involves interplay of linguistic codes. Retaining his/her own identity and participating at the same time in two (or more) cultures, the role of mediator is to make the target audience understand information that otherwise would be impossible for them to understand. The mediator is not considered as a neutral third party but as an active participator in the communicative encounter, and his/her role is socially valuable.
The research project has generally been motivated by a broader need to contribute towards a multilingual approach to language teaching and testing still dominated by monolingual paradigms. The exploration of the ways in which foreign language learners’ mother tongue(s) could be used constructively for the teaching and learning of languages, and the way to develop skills and effective strategies so as to mediate and translanguage successfully was of no real concern to mainstream English Language Teaching (ELT). As the book draws readers’ attention to the fluid boundaries between languages, current ‘English-only’ policies may be rethought in light of the findings reported.
The ‘mingling-of languages’ idea
This book raises readers’ awareness regarding the ‘mingling-of languages idea’ in teaching and testing, an idea which can actually be realised through mediation activities and which can ultimately promote multilingualism. In a nutshell, based on empirical evidence, this book
- ultimately stresses the urgent need for foreign language policies to consider cross-language mediation as a fundamental ability that language learners need to develop,
- advocates the implementation of programmes aiming at the development of translanguaging literacy and
- concludes by pointing to the role of testing in the effort to support multilingualism.
Who may find this book useful?
As the author of this book, my hope is that it will be used by (in-service and pre-service) teachers, curriculum designers, syllabus and material developers, teacher trainers, language testers, policymakers, but also by future researchers in the field of multilingualism, multilingual testing and foreign language learning as a comprehensive guide to important current language issues.
Dr Maria Stathopoulou, University of Athens