Comment (se) former à la médiation relationnelle en classe de langue ? Analyse dans l’optique du "Cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer. Volume complémentaire avec de nouveaux descripteurs (2018)"

Abstract

We propose to analyze the contribution of the three major works produced by the experts of the Council of Europe and to contribute to a better understanding of the concept of mediation and, in particular, of relational mediation in the language class. Our objective is to follow the terminological and conceptual evolution of the term to arrive at a pedagogical profile of relational mediation that we could then set up in the classroom to ensure genuine language teaching. This analysis stems from the interest attributed to the relational factor following the current COVID-19 pandemic, which has clearly shown the great importance of these questions for educational success.