CEFR’S MEDIATION, A KEY FOR TEACHING ARABIC’S DIGLOSSIA?

Mediation has emerged as the fourth mode of language activity within the Common European Framework of Reference for Languages (CEFR). This shift from the traditional focus on four skills to the recognition of four communication modes – reception, interaction, production and mediation – reflects an acknowledgment of the social dimension of language. As highlighted by Brian North and Enrica Piccardo, mediation takes “the dynamic nature of meaning to another level” (North and Piccardo 2016: 5). Mediation encompasses three distinct types: mediating a text, mediating concepts and mediating communication. Alongside, we also have mediating strategies that align with the new treatment of the communicative language strategies within the context of communicative language activities (reception, production, interaction and mediation). Mediation engages with different aspects, such as participating in an oral discussion involving several languages or the strategic use of plurilingual and pluricultural repertoires. Further, it addresses contexts where linguistic, social or cultural mediation is necessary to enhance accessibility and mutual understanding. Given the inherently pluriglossic nature of Arabic, characterized by frequent alternation between language levels, this study explores how CEFR mediation descriptors can be relevant for Arabic language instruction. The study discusses the implications of our findings for enhancing Arabic teaching practices.