Didactic Situation

In order to create authentic learning contexts, it is Necessary to integrate elements of mediation in the tasks you develop for your
students. Bring some specific examples that are based on the 2018/2019 curricula. What is task-based learning from the
perspective of the new curriculum?

Nr Steps Criteria Content

1. Defining the problem found in Give argumentation on
the proposed situation the timeliness of the issue
addressed in the context
of the proposed situation
Analyzing the proposed situation I have defined some
problems:
-weakness in spontaneous verbal expression through phrasing,
reformulation
-difficulty in production of the appropriate messages for simple
communicative situations
-students are unable , for whatever reason, to communicate, to
understand each other directly

2. Explanation of the notion
derived from the proposed
background.
Demonstrates knowledge Education is constantly evolving and introducing teachers to new or
and application of different techniques to employ in class. So, Creating authentic
educational policy learning contexts allows students to explore, discuss, and
documents in the context meaningfully construct concepts and relationships in contexts that
of the problem identified involve real-world problems and projects that are relevant to the
in the proposed situation learner. ,that’s why it is necessary to integrate elements of
Mediation- these related activities are found in the context of
linguistic communication tasks that aim to develop the student's
communication skills in carrying out activities that involve
reception, production, interaction, and mediation (especially
translation and interpretation activities), with each of these modes of
activity possibly being performed in oral form, in written form, or in
both forms. By mobilizing both reception and production, mediation

3. Justification of the identified
problem
4. Contextualization of the
problem at curriculum level
(competență, unitate de
competență, unitate de
conținut și clasa), după caz și
altor documente de politici
educaționale (instrucțiuni,
ghid, programe, repere
metodologice, metodologii
etc.) în care se reflectă
problema respectivă.
Refers to relevant
bibliographic sources /
demonstrates knowledge
of the literature and
provides scientific
substantiation in the
context of the proposed
situation
Identifies and presents its
own model for solving
the problem, in the
context of the proposed
situation.
activities in their written and / or oral form require the production of
an accessible (re) formulation of the text for a third person from a
source to which the third party does not have direct access, through
translation or interpretation, a written summary, or a report.
The relevance of the identified problem consists in the fact that
The communicative activities of mediation that (re) process an
existing text occupy a considerable place in the normal linguistic
functioning of our societies.
Mediation strategies reflect methods of managing limited resources
in order to process information and find an equivalent meaning. The
procedure might involve planning and organization to and make the
most of available resources: developing prior knowledge, locating
media, preparing a glossary; but also, might examine how to
approach the task to be performed (taking into account the needs of
the interlocutors; selection of the length of the unit which is to be
interpreted).
The issue is directly met in:
3. Teacher’s guide
4. Methodological directive
5. Common European Framework of Languages
6. National curriculum reference framework
7. Evaluation Reference of specific Competences to pupils
1. Specific Competence Nr SC 2. Sociolinguistic competence:
The use of linguistic structures, demonstrating the functionality of
the language within the framework of the social contact.
SC 3. Pragmatic competence: The use of the linguistic structures
in familiar and predictable contexts, demonstrating coherence and
accuracy in communication.
. (Pluri- / inter-) cultural Competence: Integration of the specific
cultural features of the allophone country in contexts of intercultural
communication, expressing empathy / tolerance and acceptance of
cultural diversity.
Competence Unit – oral/written/online Interaction-mediation
2.2. Receptive understanding of the linguistic structures in authentic
social contexts.
3.8. Participation in written / online interactions referring to simple
transactions and familiar contexts, provided that a translation tool is
used.
3.7. Integration of linguistic resources into prepared and / or
spontaneous information exchanges related to familiar topics of
personal and general interest.
3.8. Participation in written / online interactions referring to simple
transactions and familiar contexts, provided that a translation tool is
used.
4.9. Adapting the linguistic resources available in order to identify
solutions involving compromise or agreement in intercultural
exchanges.
Usage of language
• To initiate simple conversations
• To express preferences / emotions/attitudes
• To request and provide information
• To offer / respond to suggestions
• To express agreement / disagreement
• To ask for / give directions
• To clarify the ideas expressed
•To attract someone’s attention
• To ask if one has been understood
• To ask for a word or phrase to be repeated
• To request a confirmation

Activities (examples of mediation)

• retelling the key information from a text orally or in written form;
 • explaining the information presented in diagrams, graphs, tables in
oral or written form;
• oral or written retelling of a written text;
• taking notes during lectures, seminars, or meetings;
• personal presentation on creative and literary texts;
• reflection on the messages from creative, literary, and non-literary
texts;
• facilitating collaboration within a group to reach consensus;
• facilitating the interaction between the members of a group;
• establishing a positive atmosphere of collaboration and mutual
understanding;
• facilitating in informal situations with friends and colleagues;
• explaining a new concept;
• adapting ones’ linguistic repertoire to new situations;
• interaction in the online environment;
• plurilingual and intercultural interaction.
Learning products:

 Structured dialogues / simple interviews.

 Posters and collages in traditional and digital format.
 Thematic conversations
 Simple descriptions with verbal support(images, questions,
keywords)
 Narratives, simple texts, created according to a given model
 Case studies
 Oral translations
 Simple written / online forms.

5. Listing 2-3 bibliographic Demonstrates, in the Bibliographic sources that address this topic are:
 sources or authors that address context of arguments,
the given problem
6. Presentation of the own model Demonstrates knowledge
of solving the problem: 2-3
relevant methods that ensure
the solution of the problem
and a recommendation for
colleagues
1.National Curriculum –Foreign Language 2018
the application of 2. Teacher’s guide
student-centered 3. Common European Framework of Reference for Languages
principles.
To solve this problem I recommend the following methods:
of the notions and 1.Using task-based learning - students face problems - not just
contents specific to the related to content and subject matter, but also in terms of
discipline. organizing their work. They need to find a solution on their own
and thus develop a wide range of skills, for example time
management, activity planning, cooperation within a team,
obtaining materials and selecting information, finding and using
tools, etc. Task-based learning is flexible because students can
adapt the workload to their abilities. Students develop not only the
linguistic skills, but also those necessary for a successful
career,students are always involved in practical activities which
make learning entertaining but also challenge them to learn new
things.
So, in order to include the elements of mediation in the teaching-
learning-assessment process, I will create at least four different
types of situations in which the student:
• Receives a text and produces a related text to be received by
another person who does not have access to the first text;
2.• Acts as an intermediary in a face-to-face interaction between
two interlocutors who do not understand each other because they
do not speak the same language;
• Interprets a cultural phenomenon in relation to another culture;
3.• Participates in a conversation or discussion that involves
several languages, exploring their plurilingual and pluricultural
repertoire.

7. Argumentation that the
proposed model is relevant
and correlates with the
principles of student centered
approach
All of these strategies help teachers to vary their instructional
practices and facilitates understanding and communication.
Demonstrates Mediation activities are relevant for the classroom in connection
consistency in the with small group, collaborative tasks. Working together students
succession of ideas, achieve a goal.Similarly, the most successful language learners are
correctness in expression, the ones who strive to get things right but are not afraid of stepping
logical, convincing, outside of their comfort zone and enjoying new experiences. When
reasoned. practicing a language through tasks, students will strengthen their
knowledge to the point where their use of the language, both in
terms of fluency and accuracy, becomes automatic.
The “real world” is where students can put their study to good use.
Task-based learning is a key strategy to giving your class ample
opportunities for quality language practice.