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Etsuko Yamada, Tokyo Polytechnic University, JapanAbstract
This study explores the concept of mediation as formulated in the Common European Reference for Languages Companion Volume (CEFR CV) (Council of Europe, 2018, 2020), through an empirical study of interactions in multicultural classes using a lingua franca. The original CEFR (Council of Europe, 2001) has significantly impacted language education in recent decades. A notable difference between the CEFR and the CEFR-CV is the latter’s increased focus on non-linguistic competence, such as mediation. This implies that successful communication cannot be achieved through linguistic skills alone. To further explore the concept of mediation, an empirical study was conducted in multicultural classes at a Japanese state university. While these classes are not language teaching classes, they involved Japanese local students and international exchange students working together on PBL (problem-based learning/ project-based learning)-style group projects. Japanese was the language of instruction. Multicultural classes are expected to improve the target language skills and cultural awareness of L2 (second language) students (international students) through authentic interactions with L1 (first language) speakers (Japanese students). However, it is less clear what the Japanese L1 students would develop in the class. The results show that L1 students exercises mediation skills as well as linguistic accommodation. The lingua franca context of multicultural classes provides a meaningful opportunity to practise these skills.
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Conference: IICE2026Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Yamada E. (2026) Mediation Found in Intercultural Communication Within Multicultural Classes ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 283-290) https://doi.org/10.22492/issn.2189-1036.2026.27
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.27
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