ABSTRACT
The language education literature proposes that acquiring a second language incites the ability and willingness to promote positive interactions between groups by acting as intercultural mediators in situations of intergroup conflict. Assessing this proposition requires the development of a measure of intercultural mediation that is well-defined and valid. This chapter will build upon earlier research into the measurement of intercultural mediation. Modern and Classical Test Theory approaches are incorporated to assess the Intercultural Mediation Scale. These analyses demonstrate the preponderance of a bidimensional model, in which both role (perpetrator or victim) and status (minority and majority) are included.
