The aim of this qualitative multiple-case study is to examine how six teachers implement linguistic mediation in their classrooms and to explore the implications of these practices for language pedagogy. Data were collected through semi-structured interviews with three novice and three experienced teachers working at higher education institutions in Türkiye. Following the introduction of the Common European Framework of Reference for Languages Companion Volume, mediation has become central to language education, with an increasing emphasis on mediation-oriented approaches. The findings indicate that, although 11 specific mediation activities and strategies (such as linking to prior knowledge and integrating technology) were identified, participants demonstrated limited conceptual clarity regarding mediation. Nevertheless, both novice and experienced teachers show potential to facilitate mediation-oriented learning in their classrooms. By presenting current interpretations and practices of mediation in higher education, this study contributes to the literature on Common European Framework of Reference for Languages-aligned pedagogy and offers implications for teacher development and curriculum design.
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