ABSTRACT

The term ‘mediation’ has become central to intercultural language education, a fact that is evident from the attention given to mediation activities and strategies in the revised descriptors of the Common European Framework of Reference for Languages (North et al. 2017). However, what is meant by ‘mediation’ is not always clear to language educators, especially given the use of the term in related disciplines and fields, including Translation Studies, Mediated Discourse Studies, Conflict Resolution and Peace-building. This article revisits the concept of ‘mediation’ as it applies to intercultural language education, tracing the developments in its meanings across different disciplines, and illustrates ways in which different understandings of and approaches to mediation can inform intercultural language pedagogy.

摘要

“调解”一词已成为跨文化语言教育的核心，这一事实从修订的《欧洲共同语言参考框架》中对调解活动和策略的关注中可以看出（North等人，2017）。但是，语言教育者并不总是清楚“调解”的含义，特别是考虑到该术语在翻译研究，中介语篇研究，冲突解决和和平建设等相关学科和领域中的使用。本文回顾了适用于跨文化语言教育的“调解”概念，追踪了跨学科语言含义的发展，并阐明了对调解的不同理解和方法可以为跨文化语言教学提供信息的方式。