Mediation goes beyond Reception, Production and Interaction and is more than the sum of these parts. However, this ‘darker corner’ of the CEFR is often left as a space less visited by teachers who are being asked to implement the more demanding 2020 revised framework. This talk will present a teacher-friendly approach to Mediation, emphasizing its added value. First, we outline four possible sources of confusion that may prevent practitioners from incorporating mediation into their curricula. To clarify the added value of Mediation, we will then present two lenses to help practitioners crack into why Mediation is distinct from the other modes of communication. Both lenses revolve around context, and together they bring into focus core aspects of Mediation: The first lens we call single-context Mediation, and this relates to ‘moves’ that help people within the same situation/context to bridge gaps caused by different knowledge bases, perspectives or emotional investments. Examples of these moves include (but are not limited to) empathizing, helping others save face, and seeking common ground. The second lens is double-context Mediation, and this makes visible the shifting contextual dimensions (audience, platform, modality, etc.) that need to be considered when crossing from one context to another. Both lenses provide a view into the types of modifications and adaptations to the “message” that are necessary for effective communication. By making these conditions visible, we hope to help practitioners build explicit instruction and scaffolding required for developing their students’ mediation competences.