This volume gives an overview of the impact of the CEFR on teaching
and assessment as well as the extensive debate surrounding the
framework. It covers the four main areas with which the CEFR is
concerned: its role as a common framework, the Common Reference
Levels, what the CEFR implies for planning and teaching, and
assessment of CEFR levels. A distinction is maintained between
practical information and academic discussion. Each chapter is
organised into three sections: Essentials, to introduce the
relevance of the CEFR to the topic concerned; More detail, to give
examples of the implementation of the framework; and Issues, a
discursive section with a foucs on misconceptions of the CEFR and
how these could be addressed. The conclusion discusses the extent
to which the CEFR is generating change, the priorities for
curriculum development in the future and how the framework can be
further exploited and developed.
General
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