Speaker
Keywords
CEFR, Mediation, SDGs, Songs
References
Murphey, T. (1990). Song and music in language learning. Peter Lang.
North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR): A Council of Europe project. Language Teaching, 49(3), 455-459.
https://doi.org/10.1017/S0261444816000100
Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning: The CEFR Companion Volume. Journal of e-Learning and Knowledge Society, 15 (1), 17-36. https://doi.org/10.20368/1971-8829/1612
Short summary
Teaching Spanish as a foreign language in Japan requires developing mediation skills that support intercultural agency. This project, implemented in a B1–B2 course, used Hispanic songs as meaningful input to move beyond grammar‑focused instruction, aligning with CEFR mediation descriptors and the motivational power of music. The pedagogical sequences and mediation tasks foster collaborative learning and cultural reflection, promoting intercultural awareness and global citizenship. Transferable instructional sequences for L2 classrooms will be presented. (Presentation in Spanish)
Abstract
Teaching Spanish as a foreign language in Japan faces the challenge of developing mediation skills that enable students to act as intercultural agents (Piccardo et al., 2019). This project arises from the need to move beyond grammar-centered approaches by using authentic input that integrates language and culture. It is inspired by the CEFRCV, which places mediation as the fourth mode of communication (Noth & Piccardo, 2016), and by effectiveness of songs in generating emotional engagement and facilitating overall comprehension (Murphey, 1990). Based on this, the use of Hispanic songs in an intermediate B1-B2 course was implemented, introducing mediation tasks that use songs as a cultural bridge, overcoming traditional passive reception.
The teaching sequences show how mediation descriptors facilitate collaborative multilingual learning and critical reflection on Japanese and Hispanic cultural values, in line with global demands for intercultural competencies. Presentation highlights the potential of music as a pedagogical resource for promoting global awareness and meaningful participation in Spanish class.
Attendees will learn about the process of implementing pedagogical sequences linked to CEFR descriptors. Those materials integrate mediation, culture, SDGs and music into language leaching, and can be transferred to any L2 to design more inclusive classrooms geared toward developing competent global citizens. Presentation will be held in spanish.
Special scheduling requests
I would be grateful if my CEFR presentation could be scheduled at a different time from the OLE SIG session, as I serve as an officer in both CEFR and OLE SIG.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Music-Based CEFR Mediation in Intercultural Spanish Learning |