CÓD.N07-S08-01 ONLINE

The introduction of oral and written linguistic mediation competences through flipped classroom in an ESP university course for Tourism

Linguistic mediation practices, both oral and written, have become an integral part of language learning, probably due to its importance in daily life communication all over the world, since English is still the lingua franca. Linguistic mediation can be defined as a process where “the language user is not concerned to express his/her own meaning, but simply to act as intermediary between interlocutors who are unable to understand each other directly -normally (but not exclusively) speakers of a different language” (Council of Europe 2001, 87-88).

This study shows an example of an integration of mediation practices in a higher education context at a public university in Madrid (Spain). One section of a third-year course in English for Tourism (adding up to a total of 56 students) is introduced to linguistic mediation tasks (both oral and written), which they had never done in the past. As part of their continuous evaluation, students were required to do and pass all the required tasks of the course, which involved doing five written one oral mediation practices.

This study took place during the Covid-19 pandemic, which led to a hybrid teaching context. For half of the course, the class was subdivided into three groups by the university. Therefore, only one group could attend in-person classes every week, and the rest of the groups stayed at home. For this reason, the in-person group each week was required to complete the same task than their peers but orally, while the others completed a written linguistic mediation practice at home.

All the students were required to follow a flipped classroom approach. In this line, 10% of the practice grade was to do some preparatory tasks for the mediation practice which would help them better understand the cultural element to be approached in the class. Preparatory tasks were completed through Google Forms, and students were asked to anticipate what the mediation tasks would require them to do as well as how much time they devoted to doing these activities.

For the written mediation tasks done by the groups at home, students were given 60 minutes, but for the oral activities, students were required to speak for up to 3 minutes. All the topics were the same for all groups, and they all dealt with cultural elements of Spanish culture emulating real cases for tourism workers in Spain, requiring students linguistically mediate and explain them to potential British and American people.

References

Council of Europe (2001). Common European Framework of Reference for Languages. Learning, teaching, assessment. Cambridge University Press.

Palabras clave

ENGLISH FOR SPECIFIC PURPOSES ENGLISH FOR TOURISM LINGUISTIC MEDIATION UNIVERSITY EDUCATION

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Daniel Martín González

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    • profile avatar

      Sandra Paola Muñoz García

      Comentó el 30/11/2022 a las 06:18:59

      Thanks for sharing the results of your research. Flipped Classroom is an efficient way to get students involved into the lesson before. Also, your tasks are well-specified, related to the major they are studying. In your opinion, Is there a way you can reduce the fact that not everybody do the pre-task of the activities you carried out in the class?
      Thank you spot much, in advance.

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        Daniel Martín González

        Comentó el 30/11/2022 a las 08:42:10

        Thank you for your question. It is hard to say, but it is also a result which is necessary to understand how students prioritize their learning objectives.
        Best,
        Daniel

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      Gisella Policastro Ponce

      Comentó el 25/11/2022 a las 12:07:16

      Thanks a lot for your communication, and congratulations!
      I would like to know if, in your opinion, this methodology would work as well in larger groups with a higher rate of attendance.

      Best wishes.

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        Daniel Martín González

        Comentó el 25/11/2022 a las 17:13:56

        Hi,
        Thank you for your comment. Yes, I think it could work with a higher rate of attendance but you would need to space out the oral mediation tasks so that all students have the opportunity to come to class and speak for 2-3 minutes.
        Best wishes

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      Mirian Soledad Trigueros de la Fuente

      Comentó el 25/11/2022 a las 06:35:16

      Good morning Daniel,
      Congratulations on your communication. I would like to pose a couple of questions on your topic. Did you notice any substantial differences in the results of the students who followed the course face-to-face versus those who followed the subject virtually? And from your point of view as a teacher, what were the main problems that you had to face when you implemented flipped classroom teaching?
      Thank you in advance,
      Mirian

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        Daniel Martín González

        Comentó el 25/11/2022 a las 08:14:07

        Good morning Mirian,
        Thank you for your kind comment. I don't think there were significant differences between the face-to-face group and the online group since they alternate every X weeks. Regarding your second question, the main problem was to convince students to do the activity. Some students didn't do any of the preactivities, so their grade was lower.
        Best wishes,
        Daniel

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      Carmelo Bazaco Gómez

      Comentó el 24/11/2022 a las 10:59:54

      Buenos días, Daniel:

      Muchas gracias por un trabajo tan interesante. ¿Crees que sería también interesante incluir algún tema en relación con la comida típica del país? Sobre todo porque, en general, es uno de los temas más complicados en lo que respecta a la mediación y a la traducción culinaria.

      Un saludo y gracias de nuevo,
      Carmelo

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      • profile avatar

        Daniel Martín González

        Comentó el 24/11/2022 a las 13:29:33

        Hola, Carmelo:
        Gracias por tu pregunta. Sin lugar a dudas, la gastronomía es un aspecto fundamental. Como seguía la temática que nos imponían desde la coordinación de la asignatura, no pude incorporar dicho tema, pero lo utilizaré en futuras ocasiones.
        Un saludo cordial,
        Daniel

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