Mediationsaspekte in den schwedischen Rechtsvorschriften für das Fach Deutsch als Fremdsprache

Sammanfattning: Abstract  This thesis deals with the linguistic concept of mediation. Although mediation is very common and oc- curs naturally in communication between people, there is no uniform international definition of this linguistic phenomenon. One of the aims of this thesis is to gain clarity about the term and three different definitions of mediation are presented in the theoretical part of the thesis. The Common European Framework of Reference for Languages: Learning, Teaching, Assessing (CEFR) was published by the Council of Europe in 2001 and in the framework, mediation is presented as one of four linguistic activi- ties, alongside production, reception and interaction. In 2018, the CEFR was complemented by a com- panion volume, in which new descriptors for aspects of mediation are presented. The CEFR and the companion volume are documents that have a major influence on the design of curricula and syllabuses for foreign language education in many European countries, to some extent also in Sweden. Neverthe- less, mediation is deliberately omitted from Sweden's school legislation. The reason given for this is that it should be possible to hold lessons solely in the target language (Skolverket 2011b: 11). Transla- tion and interpreting, both aspects of mediation, should therefore not be taught in class. As shown in this thesis many aspects of mediation can however take place within a single language. The result of the text analysis of the Swedish school legislation for the subject German as a foreign language is that some mediation aspects are implemented in the Swedish school legislation, even if they are named differently.