description
The Common European Framework of Reference for Languages (CEFR, 2001), in its latest conceptual version (last updated in the CEFR Companion Volume, 2018), replaced the traditional model of the four skills with the model of communicative language activities and strategies. In addition to reception, production, and interaction, these now include mediation as a distinct component. Within the CEFR’s action-oriented approach to language teaching and learning, mediation is recognized as an important mode of communication, which frequently combines the elements of reception, production and inter action (Council of Europe, 2018, p. 35). (Interlingual) mediation is essential in studying English for specific purposes (ESP), too, where innova tive technologies are increasingly integrated into the learning process. These technologies are seen as both intuitive and expected in language education, as well as a necessary step in a world where artifi cial intelligence (AI) is a constant companion. The advantages of AI in language learning and teaching include, among others, unlimited accessibility, content and approach adaptability, instant responses, and feedback. They also offer motivational value and can cater to various psycho-social needs. The paper combines mediation with the use of innovative technologies, e.g., AI tools, in teaching ESP to two student groups: future healthcare professionals and future translators. It focuses on tools that primarily support interlingual mediation and presents selected tools (translation engines and AI lan guage models), discussing their potential in learning and teaching ESP, as well as the related challeng es. Through two case studies, the paper clearly links theoretical foundations with the practical use of AI. For this purpose, two learning activities were designed that involve the use of AI tools to enhance interlingual and intercultural mediation competencies in our specialized contexts, i.e., healthcare and translation and interpretation. Critical assessment and ethical reflection bring us to the conclusion that, while digital technologies and software solutions may optimize and accelerate work and learning processes, often achieving higher efficiency, interpersonal relationships, intercultural aspects, dimen sions of subjectivity, understanding others, and critical thinking should remain paramount.