Linguistic Mediation in the Classroom: Theoretical Contributions and the Applicability of Interpreting Training Exercises as Mediation Tool in the Context of German as a Foreign Language Teaching

Abstract

Within the research on multilingual didactics, the communicative approach ended up giving way to new developments linked to interculturality (NEUNER 2009: 2). In foreign language teaching, the so-called linguistic mediation (LM) was considered to be the fifth competence - alongside the linguistic competences of Lesen, Schreiben, Hören and Sprechen. The specialized literature brings together different communicative activities such as „translation, interpretation, paraphrase summaries“ under the umbrella concept of LM (EUROPARAT 2001: 25; 89-90). Linguistic mediation is an action-oriented competence and requires further development of approaches and methods, as well as specific materials and contents. In the context of the training of German language teachers in Brazil, little systematic attention is still given to LM as a possibility for the development of conscious language learning. The article aims to present theoretical and practical reflections on LM exercises developed with a group of ‘Portuguese-German’ double major students without previous knowledge of (conference) interpreting techniques. These exercises enabled the introduction of (conference) interpreting techniques in the training of teachers through activities well suited to the objectives and profile of the group. The goal was to promote cultural and linguistic knowledge in such a way that students were not only sensitized towards multicultural dimensions of dialogical encounters, but that they also developed instruments to deal creatively with their own learning of FL.

Keywords:
Teachers’ Training in German as a Foreign Language; Linguistic Mediation; Interpreting Studies