TEACHING SOUND SYMBOLISM THROUGH JAPANESE POP CULTURE. A RESPONSE TO KAWAHARA (2018)
Bibliographic record
Abstract
This article explains the integrated, complex, situated view of languages and language education that is gradually replacing the linear, ‘Cartesian’ view of languages as inert objects to be dissected, which has long dominated language education. It discusses the way mediation can act as a prism. Exactly as a prism decomposes white light into the spectrum of its constituting colours, mediation can help one grasp and handle the complexity of languages, itself augmented by the increasingly diverse nature of our classrooms. In discussing the plurilingual nature of mediation, the article introduces descriptors from the 2020 CEFR Companion Volume and explains the concepts of languaging and plurilanguaging(Piccardo, 2017, 2018), showing how mediation and the languaging involved in it can contribute to a new vision of an action-oriented, plurilingual language education. Finally, the article explains and illustrates the concept of action-oriented scenarios, giving a brief account of two implementation projects, one mainly in Canada and one in Lombardy, reporting the very positive effects on student motivation and engagement. 
 
 La mediazione e la dimensione plurilingue/pluriculturale nell’educazione linguistica
 Questo contributo presenta la visione integrata, complessa e situata della lingua e del suo insegnamento che sta gradualmente sostituendo la visione lineare, ‘cartesiana’ delle lingue come oggetti inerti da sezionare, che per molto tempo ha dominato l’educazione linguistica. L’articolo propone una discussione sulla maniera in cui la mediazione agisca in modo simile ad un prisma ottico. Esattamente come un prisma scinde la luce bianca nei colori che la costituiscono, la mediazione può favorire la comprensione e la gestione della complessità delle lingue, essa stessa sempre più crescente per la natura via via più diversificata delle classi attuali. Nel discutere la natura plurilingue della mediazione l’articolo introduce i descrittori del Volume complementare del Quadro comune europeo di riferimento (QCER) e spiega i concetti di languaging e plurilanguaging (Piccardo, 2017, 2018), mostrando come la mediazione e il processo di languaging che essa comporta contribuisca ad una visione dell’insegnamento delle lingue orientata all’azione e plurilingue. Infine, l’articolo spiega ed illustra il concetto di scenario azionale, fornendo un breve resoconto di due progetti di utilizzo di tali scenari, uno in Canada e l’altro in Lombardia, riportandone gli effetti molto positivi sulla motivazione e sull’investimento personale degli allievi.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".