Reflexiones sobre las implicaciones en las estrategias didácticas del programa diversificado de inglés para liceos bilingües a partir del concepto de "mediación" propuesto en el año 2020 por el Marco Común Europeo de Referencia para las Lenguas
Year: 2025
Type: dissertation
Abstract: This research examines the conceptual meaning of mediation as a mode of communication, as proposed by the Common European Framework of Reference for Languages (CEFR). It reflects on the implications for teaching practices derived from the curriculum in the context of bilingual high schools and classrooms in Costa Rica that follow a CLIL model. The concept of mediation is address through the ecological approach to language learning, which aligns with the CEFR’s pedagogical framework. The theoretical lens also draws on complex systems theory in applied linguistics, sociocultural theory, social semiotics, and Michael Halliday’s systemic-functional grammar. To connect language learning with its biological, social, and cultural foundations, the reflection incorporates transdisciplinary perspectives such as 4E cognition. The methodological design combines document review with in-depth interviews for data collection. The study concludes that, because mediation as a language activity presupposes distinctive and innovative theoretical and methodological approaches, teachers’ agency and classroom practices should undergo a change in basic assumptions. Specifically, language education should move away from a static, code-based model toward an ecological, complex, and dynamic model aligned with pedagogical mediation.
Author: Bado Avendaño, Leonardo José
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930698492
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