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.
David Little is a Fellow Emeritus of Trinity College Dublin, Ireland. He has been a regular contributor to the Council of Europe's language education projects since the 1980s. In 2010, the National University of Ireland awarded him an honorary doctorate in recognition of his contribution to language education in Ireland and further afield.
Neus Figueras coordinated the development of foreign language curricula and certificate examinations for adult language learners in the Catalan ministry of education in Spain for over 20 years. She has been involved in international projects and collaborated with the Council of Europe in the dissemination of the CEFR. She was one of the authors of the Manual for Relating Examinations to the CEFR (Council of Europe, 2009).
Title: Reflecting on the Common European Framework of Reference for Languages and its Companion Volume: 104 (New Perspectives on Language and Education)
Author: Neus Figueras,David Little
ISBN: 9781800410190
Binding:
Publisher: Multilingual Matters
Publication Date: 2022-03-02
Number of Pages: 232
Weight: 0.4801 kg
The authors of the different chapters are experienced users of the CEFR who provide a wide range of contrasting and complementary perspectives. Their contributions demonstrate the open, dynamic nature of the reference instrument, and while the book adopts a positive approach to the CEFR and the CV, the authors also point to issues that require further work. This publication is a timely reminder of the challenges in implementing plurilingual and intercultural education and the further potential of the CEFR and CV in that regard. * Joe Sheils, formerly Head of the Language Policy Division, Council of Europe *
This edited volume provides a useful account of the application of the key concepts discussed in the CEFR, such as emphasis on the role of the learner as an active user of the language, rather than a passive receiver of language instruction, plurilingualism, and mediation. The chapters in this book can help educators explore the full potential of the application of the CEFR in their own language teaching and assessment contexts. * Spiros Papageorgiou, Educational Testing Service *
The scope and depth of this timely volume are impressive, and every researcher working with some aspect of the CEFR will find at least a few chapters to be of direct relevance. The richness of this book extends to the range of viewpoints that are given a forum. The editorial decision to leave room for contrasting viewpoints allows for a substantive discussion of the benefits and drawbacks of the CEFR and its Companion Volume. * Bart Deygers, Ghent University, Belgium *
