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The Common European Framework of Reference for Languages (CEFR) and
its Companion Volume have established themselves as an
indispensable reference point for all aspects of second and foreign
language education. This book discusses the impact of the CEFR on
curricula, teaching/learning and assessment in a wide range of
educational contexts, identifies challenges posed by the Companion
Volume and sheds light on areas that require further research and
development. Particular attention is paid to three features of the
two documents: their action-oriented approach, their focus on
plurilingualism, and the potential of their scales and descriptors
to support the alignment of curricula, teaching/learning and
assessment. The book suggests a way forward for future engagement
with the CEFR, taking account of new developments in applied
linguistics and related disciplines.
The Common European Framework of Reference for Languages (CEFR) and
its Companion Volume have established themselves as an
indispensable reference point for all aspects of second and foreign
language education. This book discusses the impact of the CEFR on
curricula, teaching/learning and assessment in a wide range of
educational contexts, identifies challenges posed by the Companion
Volume and sheds light on areas that require further research and
development. Particular attention is paid to three features of the
two documents: their action-oriented approach, their focus on
plurilingualism, and the potential of their scales and descriptors
to support the alignment of curricula, teaching/learning and
assessment. The book suggests a way forward for future engagement
with the CEFR, taking account of new developments in applied
linguistics and related disciplines.
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