Multicultural and multilingual mediation: second or/ and foreign language acquisition on the example of the German language

The project "Multicultural and multilingual mediation: Second or/and foreign language acquisition and use on the example of German" is intending, on the one hand, to complete the educational profile of students in the field of foreign language (mediation) and, on the other hand, to demonstrate the sociopolitical relevance of language mediation in a globalized world of life and work.

According to the European Framework of Reference, language mediation is: "the generic term for various forms of oral and written transfer of texts into another language [or into another linguistic variety, or into another level of linguistic competence]. What is important in all forms is that the language mediator does not express his/her own intentions in the process, but is an intermediary between interlocutors who cannot understand each other directly." (Council of Europe 2001:89).

In the new companion volume of the CEFR, mediation is "a reducer of distance". Mediation can be defined as any procedure, arrangement or action designed in a given social context to reduce the distance between two (or more) poles of otherness between which there is tension (North Coste/ Cavalli 2015:27).

The present project is intended as an extension of the topic dealt with by the same team in the Blended Intensive Programs in 2023, 2024 and 2025 (organized by the University of Bukarest) and which takes up the concept of mediation in a communicative-pragmatic manner oriented from a pragmatic perspective in the continuation of the content, integrating both psycho- and sociolinguistics as well as linguistic-didactic approaches. In the past these programs have been within the most chosen BIP programs.

Psycholinguistic perspective

Both the language mediators themselves and the recipients have different language acquisition biographies, whose differences lead to the "distances" mentioned in the definition of "language mediation" and for which it is first necessary to be sensitized. Taking into account various theories of language acquisition, different acquisition scenarios (including dual first language acquisition vs. successive second language acquisition, early vs. late second language acquisition, controlled vs. uncontrolled acquisition) and their particularities, will be presented, with special reference to the interplay of linguistic and cultural factors. In terms of language acquisition theory, we are located in the usage-based conception of language acquisition (e.g. Tomasello 2003), which focuses on interaction and the concrete language offer. Language learning takes place situationally. In recurring language actions, processes of schematization and analogy formation or pattern finding are stimulated. 

Sociolinguistic perspective

Following this first phase of study, variational linguistic perspectives are then adopted. Here it is made clear that a heterogeneous use of the German language not only takes place in different states (D, A, CH, Bel, Rum....), but also characterizes different speech situations (language of proximity/language of distance) and different sociocultural collocations of the speakers. Here, too, "distances" between speakers arise, which language mediators should recognize and compensate for.

Language didactic perspective

As far as the language didactic perspective is concerned, task formats and scenarios of language mediation will be examined on the basis of selected textbooks and language proficiency tests. Of course, and following the

theoretical framework mentioned above, it is assumed that learners of German as a foreign language perform language mediation in order to achieve the communicative goal. In this context, concrete communication situations are supposed to represent the stimulus of authentic scenarios. In this phase it is therefore important to link the process of language acquisition of the students with their future activity as language mediators and thus, on the one hand, to point them to their professional future in good time and on the other hand to build a bridge between themselves and their future "customers".

With these perspectives in mind, students need to understand the added value of mediation, which is more than a translation or a simple summary, it needs to convey and explain, among other things, values from one culture to another, to bridge the gaps between cultures and people, as was shown at the beginning, to adapt the message according to the level of understanding of the recipient.

Main topics addressed

• German as a medium of communication (L1, L2, Lingua Franca);
• German in the context of speech acts and "Information structure in Communication";
• German in a variation-linguistic perspective/ heterogeneous language use;
• German as (un)understandable language (easy and simple language);
• Sample analysis of texts and tasks for language mediation from German as a Foreign Language textbooks/ example analysis of language certification tasks;
•  Mediation for specific target groups: Communication situation 1 (everyday life: doctor, everyday life); Communication situation 2 (study, profession, research etc);
• Applications in case-studies in communication situations and assignment of projects for the attendance phase.
• AI and mediation

Learning outcomes

The expected learning outcomes of the first step of the BIP (virtual part) is the transfer of the necessary prior knowledge and the theoretical basics regarding language mediation in German. This ensures that all participants have the same knowledge base. The 10th session is used to give project tasks and creates the transition between the two phases (virtual and presence phase).

During the 2nd part all participants will meet in Rome. In this presence phase students will learn to apply the theoretical knowledge acquired in the first part by interacting in small groups in order to develop and present to the entire group common projects previously assigned.

So there will be a professionalization of students, breaking down of communicative barriers, enrichment through practical interaction; thematic enrichment through the lectures of the specialists.

After the face-to-face meeting there will be a reflection, a supervision and an evaluation of both, students and teachers.