This document discusses mediation and translanguaging in language classrooms based on a presentation by Fernando Trujillo Sáez. It describes how the Common European Framework of Reference for Languages changed language teaching by focusing on competencies, plurilingualism, and task-based learning. It then discusses how the 2018 Companion Volume expanded the concepts of mediation to include textual, conceptual and communicative mediation. It also discusses translanguaging as the fluid use of linguistic resources and provides examples of how these concepts can be incorporated into language teaching through collaborative tasks, peer learning, and multimodal projects that move beyond separating languages.

1. Mediación y Translingüismo en
el aula de idiomas:
propuestas teóricas y prácticas
Fernando Trujillo Sáez
https://unsplash.com/photos/ndP5Oj0sSps
Ponencia
Interactiva
Ponencia
Interactiva
Ponencia
Interactiva
Ponencia
Interactiva
Ponencia
Interactiva
¿Pero
qué es una
ponencia
interactiva?

2. Nuestro “punto de inflexión”:
Marco Común Europeo de
Referencia para las Lenguas (2001)
https://unsplash.com/photos/K67sBVqLLuw

3. El Marco lo cambió todo.
https://unsplash.com/photos/C7B-ExXpOIE

4. ¿Cuáles fueron los cambios más
trascendentales, en tu opinión?
https://unsplash.com/photos/QVVXPNbjLrI

5. • Competencias generales y
comunicativas
• Plurilingüismo y Pluriculturalidad
• Enfoque orientado a la acción
(tareas, actividades, ámbitos,
textos y géneros)
• Géneros y textos
• Niveles de referencia y
descriptores
• Etc.
https://unsplash.com/photos/eIVJAkj1uCs

6. Fuente: CEFR Companion Volume, 2018

7. Fuente: CEFR Companion Volume, 2018

8. https://unsplash.com/photos/mG28olYFgHI
¿Era ya necesario revisar el MCERL?

9. La revisión y renovación conceptual
es una característica fundamental
de una profesión que quiere prestar
un buen servicio a la sociedad.
https://unsplash.com/photos/G7VN8NadjO0

10. Entre otras cuestiones,
en un mundo transmediático
la comunicación lingüística
trasciende las lenguas
individuales.
https://unsplash.com/photos/CjDuFaoVQD8

11. El Volumen de
Acompañamiento
del MCERL (2018)
describe a los
usuarios/
aprendices de
lenguas desde
dos perspectivas
complementarias.
https://unsplash.com/photos/2LowviVHZ-E

12. “Seeing learners as language users implies
extensive use of the target language
in the classroom – learning to use the language
rather than just learning about the language.”
CEFR Companion Volume, pg. 27
https://unsplash.com/photos/U2eUlPEKIgU

13. “Seeing learners as plurilingual, pluricultural beings
means allowing them to use all their linguistic resources
when necessary, encouraging them to see
similarities and regularities as well as differences
between languages and cultures.”
CEFR Companion Volume, pg. 27
https://unsplash.com/photos/m5sfZpKoQ-E

14. ¿Cómo compaginar el uso extensivo
de la lengua meta con la utilización
de todos los recursos lingüísticos a
disposición de los aprendices?
https://unsplash.com/photos/FFfTNa6tQT0

15. El Companion ha tenido que reconsiderar la
posición del Marco respecto a la mediación,
que estaba básicamente centrada en la mediación
lingüística (traducción/interpretación).
https://unsplash.com/photos/WiCvC9u7OpE

16. Fuente: CEFR Companion Volume, 2018

17. “Mediating a text involves passing on to another person
the content of a text to which they do not have access,
often because of linguistic, cultural, semantic or technical
barriers… However, the notion has been further developed
to include mediating a text for oneself (for example in
taking notes during a lecture) or in expressing reactions
to texts, particularly creative and literary ones.”
CEFR Companion Volume, pg. 106
https://unsplash.com/photos/yjTxnh7bsdw
Mediación textual

18. Mediación textual
El espacio de la persona
“intérprete”https://unsplash.com/photos/0gO3-b-5m80

19. “Mediating concepts refers to the process of facilitating
access to knowledge and concepts for others, particularly if
they may be unable to access this directly on their own…
Mediating concepts involves two complementary aspects:
on the one hand constructing and elaborating meaning and
on the other hand facilitating and stimulating conditions that
are conducive to conceptual exchange and development.”
CEFR Companion Volume, pg. 106
https://unsplash.com/photos/9gfGDbxuqrU
Mediación conceptual

20. Relational Mediation Cognitive Mediation
Mediación conceptual
El espacio de la persona
“educadora”
Fuente: CEFR Companion Volume, 2018

21. “The aim of mediating communication
is to facilitate understanding and to
shape successful communication
between users/learners who may
have individual, sociocultural,
sociolinguistic or intellectual
differences in standpoint.”
CEFR Companion Volume, pg. 107
https://unsplash.com/photos/bF2vsubyHcQ
Mediación
comunicativa

22. Mediación comunicativa
El espacio de
la persona
“facilitadora”
https://unsplash.com/photos/ZvNaAGYVlEc

23. Fuente: CEFR Companion Volume, 2018

24. Fuente: CEFR Companion Volume, 2018

25. Fuente: CEFR Companion Volume, 2018

26. Fuente: CEFR Companion Volume, 2018

27. Fuente: CEFR Companion Volume, 2018

28. Fuente: CEFR Companion Volume, 2018

29. En tu vida privada,
¿encuentras ejemplos
de estas mediaciones?
https://unsplash.com/photos/z1d-LP8sjuI

30. “In many cases, when we use
language it is not just to communicate
a message, but rather to develop an
idea through what is often called
‘languaging’ (talking the idea through
and hence articulating the thoughts)
or to facilitate understanding and
communication.”
CEFR Companion Volume, pg. 33
https://unsplash.com/photos/Oz_J_FXKvIs

31. “Translanguaging is an action
undertaken by plurilingual
persons, where more than one
language may be involved. A host
of similar expressions now exist,
but all are encompassed in the
term plurilingualism.”
CEFR Companion Volume, pg. 28
https://unsplash.com/photos/tk9RQCq5eQo

32. El origen del translanguaging:
la obra del educador galés
Cen Williams cuando propone
en los 80s el uso sistemático y
planificado del inglés y el galés en
una única secuencia didáctica.
Gwyn Lewis , Bryn Jones & Colin Baker (2012) Translanguaging:
origins and development from school to street and beyond,
Educational Research and Evaluation, 18:7, 641-654,
https://unsplash.com/photos/dMJFea0vumY

33. Translanguaging:
definiciones e interpretaciones
complementarias

34. “Translanguaging
is the process of making meaning,
shaping experiences,
gaining understanding and
knowledge through
the use of two languages.”
Baker, Colin, (2011). Foundations of Bilingual Education
and Bilingualism. Multilingual Matters
https://unsplash.com/photos/7ACuHoezUYk

35. “Translanguaging, or engaging in bilingual or
multilingual discourse practices, is an approach
to bilingualism that is centered, no on languages
as has often been the case, but on the practices
of bilinguals that are readily observable.”
García, Ofelia. 2009. Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell. 18:7, 641-654,
https://unsplash.com/photos/h2O_jHvjfIM

36. Interpretación cognitiva
“Both languages are used in a
dynamic and functionally
integrated manner to organise and
mediate mental processes in
understanding, speaking, literacy,
and, not least, learning.”
Gwyn Lewis , Bryn Jones & Colin Baker (2012) Translanguaging: origins and
development from school to street and beyond, Educational Research and Evaluation,
18:7, 641-654,
https://unsplash.com/photos/0qftpt_Kw9g

37. Interpretación discursiva
“Translanguaging are multiple discursive
practices in which bilinguals engage in order
to make sense of their bilingual worlds.”
García, Ofelia. 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell.
https://unsplash.com/photos/jjBKFW9yhyA

38. Interpretación
socio-política
“Translanguaging
emerges from the
constellation of the
signs in a
neighborhood which
gives it a certain
identity.”
Gorter, D. y Cenoz, J. “Translanguaging and linguistic
landscape”.
Linguistic Landscape 1:1/2, 54-74

39. “People always have to navigate
between languages.”
Gorter, D. y Cenoz, J. “Translanguaging and linguistic landscape”.
Linguistic Landscape 1:1/2, 54-74
En el siglo XXI,
¿es posible no hacer
“translanguaging”?
https://unsplash.com/photos/eZIzlTVgqNU

40. “Translanguaging concerns
effective communication, function
rather than form, cognitive activity,
as well as language production.”
Gwyn Lewis , Bryn Jones & Colin Baker (2012) Translanguaging: origins
and development from school to street and beyond, Educational
Research and Evaluation, 18:7, 641-654,
https://unsplash.com/photos/oRsD4s5LgXs

41. Más allá de las interpretación cognitiva y discursiva,
el translingüismo es básicamente sociolingüístico y
ecológico, fruto de la negociación y la interacción, y
por tanto contextualizado, emergente y situado.
https://unsplash.com/photos/GfAqbDrCoio

42. OK pero ¿cómo llevamos
esto al aula de idiomas?
https://unsplash.com/photos/74XTZA0i2Q4

43. ¿Cómo lo harías tú?
¿En tu aula?
¿En tu centro?
https://unsplash.com/photos/omeaHbEFlN4

44. “The pedagogical side is underdeveloped in general.
While we have studied the practice of translanguaging in social
life – i.e., in urban youth encounters, linguistic landscapes, and
the Internet – we haven’t figured out how to develop such
proficiency among students in classrooms.”
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy.
Applied Linguistics Review, 2, pp. 1-28.
https://unsplash.com/photos/jDmFoPrp6dI

45. “In education, separating languages in the classroom by
subject or topic, teacher, time (half days, whole days) has
hitherto been fashionable…
The tide is slowly moving away from separating
languages in the classroom to the use of two or more
languages in the same lesson…. to move towards more
concurrent and integrated use of two or more languages ”
Gwyn Lewis , Bryn Jones & Colin Baker (2012) Translanguaging: origins and development from school to street and
beyond, Educational Research and Evaluation, 18:7, 641-654,
https://unsplash.com/photos/B6iHcrsxnKE

46. “The action-oriented approach implies purposeful,
collaborative tasks in the classroom, whose primary focus is not language.
If the primary focus of a task is not language, then there must be some
other product or outcome (e.g. planning an outing, making a poster,
creating a blog, designing a festival, choosing a candidate, etc.).”
CEFR Companion Volume, pg. 27
https://unsplash.com/photos/dXLnq8z8x4k

47. El centro como
entorno ecológico
multilingüe

48. Translingüismo
planificado y
espontáneo
(code-switching y
traducción)
https://unsplash.com/photos/EWE_mhwAuao

49. Aprendizaje entre iguales
Hablantes invitados
El estudiante-
investigador
El aprendizaje como
movimiento:
Socialización Rica

50. Aprendizaje entre iguales
(lenguas/niveles homogéneos y heterogéneos)
https://unsplash.com/photos/xulIYVIbYIc

51. Aprenseñar: posibilidades
Aprender elaborando materiales didácticos para otros
Aprender poniéndose en el lugar del profesor
Aprender enseñando a través de técnicas
cooperativas simples (Compartir conocimientos
previos, Piensa-empareja-comparte)
Tutorías entre iguales
Evaluación entre iguales
David Durán, 2014. Aprenseñar:
evidencias e implicaciones educativas
de aprender enseñando. Narcea.
https://unsplash.com/photos/l3MKQwzHWx0

52. Los Momentos de Comentario
Metalingüístico
de Palmer, Martínez, Mateus y Henderson
Palmer, D. K., Antontio MartínezPalmer, D. K., Martínez, R. A., Mateus, S. G. and Henderson, K. (2014),
Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.
The Modern Language Journal, 98: 757-772.
https://unsplash.com/photos/VTHliTT2XGI

53. Actividades de
Conciencia Lingüística
(Language Awareness)
https://unsplash.com/photos/piq14ys2G_A

54. Movimiento
hacia dentro
del aula:
Otros
Hablantes
https://unsplash.com/photos/sBvK15KlpYk

55. Incorporar al aula “agentes externos” para
incorporar sus lenguas y sus usos lingüísticos al
proyecto mediante entrevistas, grabaciones,
traducciones, etc.
https://unsplash.com/photos/MnHQMzC6n-o

56. Los textos identitarios
de Jim Cummis
https://unsplash.com/photos/qAZO-wu3tik

57. Language Experience Approach
https://unsplash.com/photos/mNLymMqX7iE

58. Proyectos de Interpretación
Cultural
https://unsplash.com/photos/aGyfefSfXyc

59. Movimiento hacia fuera del aula:
El aprendiz-investigador
http://www.flickr.com/photos/97513256@N06/9044197386/

60. Los paisajes lingüísticos
de Gorter y Cenoz
https://unsplash.com/photos/FPyGfMHXWZU

61. El estudiante
investigador
de Bonny
Norton
https://unsplash.com/photos/QL0FAxaq2z0

62. Proyectos
multimodales y
transmediáticos

63. En definitiva,
la mediación y el translingüismo son dos
estrategias ajustadas a la complejidad de la
comunicación verbal y mediatice del Siglo XXI.
https://unsplash.com/photos/NcxKjRwRIQg

64. “Sería absurdo creer que aprender una lengua extranjera soluciona todos los
males de la sociedad o que todos los individuos podrán aprovechar los beneficios
de su aprendizaje. Es más, confundiría si dijera que aprender otra lengua librará a
nuestros estudiantes de las injusticias o la discriminación.
Sin embargo, usar (diversas lenguas) de manera apropiada
es indispensable para afrontar mucho de los problemas del mundo
y para sacar partido de los beneficios del multilingüismo en el mundo moderno.”
Larsen-Freeman, D. 2018. Looking ahead: Future directions in,and future
research into, second language acquisition. Foreign Language Annals. 51:55–72.
https://unsplash.com/photos/wBTkYFZTcLQ

65. Gracias
https://unsplash.com/photos/ka7REB1AJl4
Una ponencia de
Fernando Trujillo Sáez
http://fernandotrujillo.es
http://twitter.com/ftsaez
http://conocimientoabierto.ugr.es
http://conecta13.com