Mediation Tasks in Teaching Czech as a Second Language
A Classroom-Based Study
Bibliographic Data
| ID | 24233140 |
|---|---|
| Authors | Nikola Popperová (Charles University, the Czech Republic), Silvie Převrátilová (0000-0003-0052-1802, Charles University, the Czech Republic) |
| Year | 2026 |
| Volume | 28 |
| Issue | 1 |
| Pages | 132-156 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sustainable Multilingualism (JOURNAL) |
| Journal identifiers | ISSN: 2335-2019 • E-ISSN: 2335-2027 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.2478/sm-2026-0005 |
| OpenAlex | W7162946567 |
| Language | EN |
| References cited | 23 |
This classroom-based study explores how CEFR-aligned mediation tasks can be incorporated into an A2 Czech-as-a-second-language university course for Erasmus+ students. Drawing on plurilingual and action-oriented perspectives (Council of Europe, 2020; Piccardo & North, 2019), it examines task feasibility and learner engagement across three activities: text mediation, mediation of concepts, and crosslinguistic mediation. Data from a reflective teacher-researcher diary and post-task questionnaires (n = 9) suggest that all three tasks were manageable at A2 and were experienced as meaningful. Learners reported increased willingness to participate, greater confidence in interaction, and heightened awareness of how to draw on their plurilingual repertoires to support communication. The analysis also identified pedagogical affordances and constraints related to task design, classroom interaction, and learner support at the A2 level. The study shows that mediation tasks can legitimize learners’ full linguistic repertoires in classroom interaction even at lower proficiency levels and offers practice-oriented insights for mediation-focused teaching in early-stage L2 instruction.
CEFR A2 level · classroom interaction · Czech as a second language · Erasmus students · learner confidence · plurilingualism · Student engagement · task design · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
| Highly cited | No |
|---|