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Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume

机译：扩大语言教育范围：调解，多种语言和协作学习：CEFR伴侣体积

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The CEFR’s action-oriented approach, including its concept of the user/learner as a social agent mobilising a plurilingual repertoire, represents a significant development from the communicative approach. The CEFR moves beyond the traditional four skills (spoken and written reception and production) to also include interaction and mediation, opening to a complex vision of the situated and integrated nature of language learning and language use. Advances in research highlight the need to overcome a vision of languages as stable, pure objects existing outside their speakers/users and a reductive view of learning as an internal cognitive process, meant to prepare for later real-life use. These theoretical advances have been flanked by bottom up developments bringing a more dynamic vision of language education that engages more meaningfully with the principles of the CEFR. The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.
机译：CEFR面向行动的方法，包括其用户/学习者的概念，作为动员多种语言曲目的社会代理，代表了交际方法的重要发展。 CEFR超出了传统的四种技能（口语和书面招待会和生产），还包括互动和调解，开放到了语言学习和语言使用的综合性质的复杂愿景。研究进展突出了克服语言视野的必要性，以稳定，纯粹的对象存在于他们的扬声器/用户之外，以及学习作为内部认知过程的还原视图，意味着准备以后的现实生活。这些理论上的进步已经侧翼到自下而上的发展，带来了更具活力的语言教育的愿景，这些教育将与CEFR原则更具有意义的方式。因此，时间为完成CEFR描述性仪器，为中介和多种语/多种主能力提供新描述符。本文概述了这些描述符的概念化，开发和验证以及他们在CEFR Companion卷（2018）中的出版物，以及澄清由用户/学习者概念的语言教育的范式转变为多语文/多种族社会代理人。目标是促进所有人的质量，包容性教育，特别是进一步承认和储存语言文化多样性以及促进多种语言跨性别。

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