The use of cross-linguistic mediation tasks in developing learners’ transversal competences
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Cross-linguistic mediation, a competence introduced by the Common European Framework of Reference for Languages (CEFR) in 2001, knows a new momentum after the recent publication of the CEFR Companion Volume (CEFR-CV), in 2020, which introduces new cando statements for the teaching and assessment of mediation. Situated within the framework of plurilingual and intercultural education, mediation is intended to directly contribute to the development not only of plurilingual and pluricultural competence but also of transversal competences which have recently come to the forefront in language education. This article discusses the role of cross-linguistic mediation tasks in developing learners’ transversal competences, including digital competences, intercultural understanding, organizational skills, global citizenship, social skills, media and information literacy, teamwork, and collaboration skills. This contribution aims at highlighting the link between mediation and transversal competences through the presentation and discussion of specific task examples, drawing upon the METLA project.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.006 |
| 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 | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it