Abstract: The article proposes a reflection on the use of translation in the language teaching/learning process based on an analysis of the Companion Volume of the Common European Framework of Reference for Languages: learning, teaching, assessment (2020), whose attention is directed towards the acquisition of a plurilingual and pluricultural communicative competence that is not a mere sum of competences that an individual possesses of two or more languages, but the ability to make effective and simultaneous use of all his linguistic repertoire. In particular, the argument focuses on the concept of mediation as a privileged instrument of co-construction of meaning which, in line with a basically action-oriented approach, can have a radical impact on the pedagogy of language teaching.

Mediación y co-construcción de significado en el aprendizaje de lenguas extranjeras: hacia nuevas perspectivas pedagógicas

BENVENUTO MF
;
MICHIENZI R
2022-01-01

Abstract

Abstract: The article proposes a reflection on the use of translation in the language teaching/learning process based on an analysis of the Companion Volume of the Common European Framework of Reference for Languages: learning, teaching, assessment (2020), whose attention is directed towards the acquisition of a plurilingual and pluricultural communicative competence that is not a mere sum of competences that an individual possesses of two or more languages, but the ability to make effective and simultaneous use of all his linguistic repertoire. In particular, the argument focuses on the concept of mediation as a privileged instrument of co-construction of meaning which, in line with a basically action-oriented approach, can have a radical impact on the pedagogy of language teaching.
Common European Framework of Reference for Languages, Mediation, Pedagogical Translation, Plurilingual/Pluricultural Competence.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11770/341911
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