Les tâches de médiation dans les manuels de Français Langue Étrangère pour le secondaire en Allemagne

Abstract

In this contribution, we analyze mediation tasks present in a textbook series for the teaching and learning of French as a foreign language in Germany. We aim at comparing those tasks to the definition of “mediation” currently being spread in Germany in three types of documents: those of the Council of Europe (more specifically the CEFR and the FREPA), the official programs for modern languages and the theoretical accounts (re)interpreting the notion of mediation and proposing pedagogical approaches regarding its integration in the classroom. We will analyze the evolution of the presence of mediation tasks along four schoolbooks of a series called “A plus! Nouvelle édition”, as well as the characteristics of those tasks, namely in terms of languages and targeted exolingual communicative situations. Our conclusions point towards the need for the diversification and complexification of tasks, as well as towards the need for a more detailed analysis of contexts of mediation situations in order to inform a more holistic task construction.

Keywords

• mediation
• exolingual communication
• pluralistic approaches
• foreign languages textbooks
• didactics
• second language