Relevant bibliographies by topics / Common European Framework of Reference for Languages (CEFR)

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  2. Dissertations / Theses
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Academic literature on the topic 'Common European Framework of Reference for Languages (CEFR)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Common European Framework of Reference for Languages (CEFR)"

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Hulstijn, Jan H. "The Common European Framework of Reference for Languages." ITL - International Journal of Applied Linguistics 165, no. 1 (June 6, 2014): 3–18. http://dx.doi.org/10.1075/itl.165.1.01hul.

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The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR’s failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR’s confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners’ communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).
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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.

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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning.
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Ferbežar, Ina, Nataša Pirih Svetina, and Mateja Lutar. "The Common European Framework of Reference: a reference for Slovene." Linguistica 54, no. 1 (December 31, 2014): 277–91. http://dx.doi.org/10.4312/linguistica.54.1.277-291.

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In recent years the experts at the Centre for Slovene as a Second/Foreign Language have been linking Slovene language coursebooks and examinations to the CEFR. This paper describes the complex process of aligning texts, tasks and examples of language production (the spoken and written production of examination participants). A number of questions arose during this process, including: how to align tasks where the rubrics are at a higher level than the accompanying activities and the expected task performance? How to define the minimally acceptable person, on the basis of which the cut-off score is determined in receptive skills? How to align tasks where the performance calls for the use of different language skills? A particular challenge is represented by the benchmarking of the written and spoken production of the speakers of languages closely related to Slovene who make up the great majority of test takers. The final result of the linking process is a new language programme for teaching/learning, testing and certifying Slovene as a second and foreign language.
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North, Brian. "Putting the Common European Framework of Reference to good use." Language Teaching 47, no. 2 (April 19, 2011): 228–49. http://dx.doi.org/10.1017/s0261444811000206.

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This paper recapitulates the aims of the CEFR and highlights three aspects of good practice in exploiting it: firstly, taking as a starting point the real-world language ability that is the aim of all modern language learners; secondly, the exploitation of good descriptors as transparent learning objectives in order to involve and empower the learners; and thirdly, engaging with the communality of the CEFR Common Reference Levels in relating assessments to it. The second part of the paper focuses on good practice in such linking of assessments to the CEFR. It outlines the recommended procedures published by the Council of Europe for linking language examinations to the CEFR and the adaptation of those procedures for teacher assessment in language schools that has recently been undertaken by EAQUALS. The paper concludes by discussing certain aspects of criterion-referenced assessment (CR) and standard setting that are relevant to the linking process.
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Bérešová, Jana. "The Impact of the CEFR on Teaching and Testing English in the Local Context." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 959. http://dx.doi.org/10.17507/tpls.0711.03.

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The paper presents communicative language teaching and testing in Slovakia. In the late 1990s, Slovakia as many other Central and Eastern European countries being involved in piloting the first draft of the Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) started the reform of the school-leaving examination to change the traditional approach of testing structural aspects of foreign languages. The reform was induced by foreign language teachers who were not satisfied with the imbalance between teaching and testing as using books published in Great Britain changed their attitude to teaching. Based on a long-term study, the author of the article will discuss problematic issues concerning the changes in teaching and testing, focusing on the impact of the Common European Framework of Reference for Languages (CEFR) and its model of language use. The article underlines the importance of being familiar with CEFR descriptors and illustrative samples in order to implement the CEFR effectively. The study reveals the extent to which the CEFR has generated change and how the framework might be further exploited to improve the effectiveness of teaching and testing English.
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Davidson, Fred, and Glenn Fulcher. "The Common European Framework of Reference (CEFR) and the design of language tests: A matter of effect." Language Teaching 40, no. 3 (June 20, 2007): 231–41. http://dx.doi.org/10.1017/s0261444807004351.

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Language test development proceeds best when the test's effect is borne in mind, throughout the test development process. The authors discuss the flexible language of the Common European Framework of Reference for Languages (CEFR) and explore the pragmatic utility of such language to guide language test development. They select service encounters (e.g. airline ticket sales, open-air markets) as a sample language use domain to illustrate demonstrable weaknesses in the Framework. Using the CEFR Level A1 service encounter descriptor, suggested testing materials are shown in a versioned evolution of a proposed test specification. Provided that effect is kept in mind, the authors argue, the CEFR is actually a valuable – even an optimistic – starting point for language test development.
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Little, David. "The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact." Language Teaching 39, no. 3 (July 2006): 167–90. http://dx.doi.org/10.1017/s0261444806003557.

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Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.
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Jones, Neil, and Nick Saville. "EUROPEAN LANGUAGE POLICY: ASSESSMENT, LEARNING, AND THE CEFR." Annual Review of Applied Linguistics 29 (March 2009): 51–63. http://dx.doi.org/10.1017/s0267190509090059.

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This article describes how language policy is formed at a European level, focusing on the Common European Framework of Reference for Language (CEFR). The CEFR's prominent role in assessment has led to criticisms of its adequacy as a model for learning and fears that it is being used as an instrument of centralization and harmonization. First, we argue for studying the CEFR's effect on language policy as a case of impact, as this concept is understood within language assessment. We refer to experience with Asset Languages, developed as part of the United Kingdom's national languages strategy. Second, we agree with many commentators who insist on the framework's “flexible and context-amenable” nature. If use of the CEFR is made prescriptive and closed, it indeed becomes a straitjacket. What is needed is engagement with the complexity of specific contexts. We introduce the European Survey on Language Competences, a European Union (EU) initiative scheduled for 2011, which will further raise the profile of the CEFR as an assessment framework. This project should contribute to achieving comparability of measures and standards across languages. At the same time it underlines the need to develop contextualized, practical ways of realizing the CEFR's potential as a framework for teaching and learning.
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Khushik, Ghulam Abbas, and Ari Huhta. "Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1." Applied Linguistics 41, no. 4 (January 11, 2019): 506–32. http://dx.doi.org/10.1093/applin/amy064.

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Abstract The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that was rated on a CEFR-based scale. The essays were analysed for 28 SC indices with the L2 Syntactic Complexity Analyzer and Coh-Metrix. Most indices were found to distinguish CEFR levels A1, A2, and B1 in both language groups: the clearest separators were the length of production units, subordination, and phrasal density indices. The learner groups differed most in the length measures and phrasal density when their CEFR level was controlled for. However, some indices remained the same, and the A1 level was more similar than A2 and B2 in terms of SC across the two groups.
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Supeni, Sri, and Anna Fauziah. "sr ALIGNING THE TOEFL PREDICTION SCORES TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) LEVEL." Journal of English Language and Literature (JELL) 5, no. 01 (March 5, 2020): 33–42. http://dx.doi.org/10.37110/jell.v5i01.93.

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TOEFL as a kind of English test is used to measure students’ language proficiency. Binawan University applies TOEFL Prediction test to predict students’ English competence. The TOEFL score then is aligned and mapped to CEFR to indicate the level of language ability and qualification. This study was conducted to analyze TOEFL score of Binawan students at CEFR level. The sample was 169 students from several study programs at Binawan University. The research instrument used a package of PBT TOEFL test. Descriptive statistics was used as data analysis technique, mean and percentage. The calculation shows that the mean of the TOEFL prediction score reached by all participants is 413 and the median is 397. Based on CEFR, the students’ competence in English is in level A2 (Basic User). Individually, the number of students who is in level A1 (Basic User) is 78 or 46.2 %, level A2 (Basic User) is 35 or 20.7 %, level B1 (Independent User) is 43 or 25.4 %, level B2 (independent User) is 12 or 7.1 %, and the last is level C1 which is occupied by 1 student only that is in level C1 (0.6 %). To conclude almost 50 % of the students were at low level or A2 (Basic User) at CEFR.
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Dissertations / Theses on the topic "Common European Framework of Reference for Languages (CEFR)"

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Bjäremo, Svante. "The Nordic syllabi and the Common European Framework of Reference : Similarities and differences." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54088.

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This study examines the similarities and differences between the Nordic syllabi (the Finnish, Swedish and Norwegian syllabi) and the influence CEFR has had on their structure and development. This was carried out using the method of hermeneutics, looking for similarities and differences using seven different dimensions of comparison. The study shows that there are similarities between the Nordic syllabi which have all been influenced by the CEFR. The most notable similarity between the documents is the communicative nature of teaching and assessment. This could give a deeper understanding of the Nordic countries' similarities and differences when it comes to language teaching. Further studies are needed using quantitative methods to say if these findings and connections between the Nordic syllabi are due to the influence of the CEFR or if other factors have been just as influential.
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Meyer, Estrada Fiona. "Exploring the impact of the European Language Portfolio, ELP (2001) in the Flemish Brussels context." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528110.

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The aim of this study originated with my role as a teacher wanting to research the impact of the European Language Portfolio, ELP, (2001) on a small group of minority language students, in Brussels’ Flemish region. In this exploratory case study, the European Language Portfolio (Spanish model) was administered to a small group of forty-five primary school students from the Bicultural Foyer Project in Brussels. In spite of the students’ positive attitudes towards this portfolio, the results suggest that the ELP has no validity for them because the Brussels’ Flemish educational community does not offer the appropriate conditions for a possible broader use of this portfolio. Belgium’s language policy environment, including its language policies, is the fundamental reason for the non-implementation of the European Language Portfolio.
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Granger, Lesya Alexandra. "Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages Classrooms." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41630.

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Abstract This study examines Continuing Education (ContEd) administrators’ understanding of the notion of plurilingualism (PL) and its application in the context of Grade 9 to 12 International Languages (IL) classrooms in Ontario. Through cross-case analysis and a phenomenological lens, the perspectives of 17 administrators from across Ontario were analyzed in reference to PL as it is elaborated in the CEFR and the 2016 IL curriculum. Participants expressed a need for administrators to learn about PL-inspired classroom practices in order to guide and train IL teachers, to foster innovation in the immersion context of IL classrooms, and to advocate for IL and PL in the broader school system. The implications are far-reaching and touch on professional development for IL administrators and teachers, student motivation, and discursive practices in IL and the broader school system. The study contributes to theory on PL, SLE research about PL in the IL context, and administrators in the ContEd context.
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Andersson, Jenny, and Cimen Batak. "Communicative Language Teaching at two schools in Sweden and France." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29799.

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The following dissertation aims to scrutinize amongst other things, some English teachers’ beliefs and thoughts concerning communicative language teaching at two schools in Sweden and France. Since the steering documents of both countries clearly promote a communicative approach to language teaching, we wanted to see how it could be applied in these two different contexts as well as how it was interpreted by some teachers. With the information obtained from qualitative interviews and classroom observations, we juxtapose what the teachers have said with the steering documents for both countries, their implementations of CLT and the teaching methods adopted in general. In order to do this, an analysis and comparison of the two syllabuses for English was necessary and we also needed to set a foundation by discussing the theories and possible complexities of CLT and teacher beliefs. This discussion could not be valid without also taking into account the status and influences of the English language in Sweden and France.The analysis of the two steering documents showed similar ideas about language teaching. However, Sweden has a separate syllabus for English, whilst France has a joint one for foreign languages. Furthermore, from our interviews and classroom observations we found that all teachers taught grammar in their native language. We also found the French school to be more traditional in that the lessons were often teacher-centered and that the teachers did not allow for any errors in the spoken language. The difference in discipline between the schools was another finding which we found surprising. Finally, our results also indicate occasional discordance between the teachers’ thoughts and ideals and their actions in the classroom.
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Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.

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The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.
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Silva, Jorge Francisco da. "How good is your english?: um Estudo dos Níveis de Proficiência do Quadro Comum Europeu (Common European Framework of Reference)." Universidade Católica de Pernambuco, 2016. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1202.

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O objeto de investigação desta dissertação é o Quadro Comum Europeu (Common European Framework of Reference) e seus níveis de proficiência em línguas estrangeiras. O Quadro ou CEFR começou a ser desenvolvido pelos quase 50 paísesmembros do Conselho Europeu em 1991. As matrizes de referência do CEFR tornaram-se um marco internacional e oferecem atualmente orientações para a formulação de políticas linguísticas para o ensino, aprendizagem e avaliação em cerca de 30 línguas europeias, incluindo o inglês. Apesar de o CEFR também ser usado no Brasil em cursos preparatórios para testes internacionais e em vários tipos de processos seletivos, pouco se sabe sobre ele e a literatura sobre o assunto em português ainda é escassa. O objetivo geral deste estudo é investigar quais teorias de linguagem foram usadas na elaboração do CEFR. O objetivo específico é analisar as concepções de língua/linguagem, ensino e aprendizagem, sujeito e avaliação do CEFR para entender como os seus níveis de proficiência foram determinados. Por meio de uma pesquisa bibliográfica, foram reunidas e organizadas diversas publicações do Conselho Europeu, de suas instituições parceiras e de pesquisadores independentes, para investigar as questões propostas nesta dissertação. Ao final, foi possível estabelecer a evolução histórica das bases teóricas do CEFR, com origem na Virada Linguística, passando pela Escola da Filosofia da Linguagem e pelas disciplinas da Sociolinguística e da Pragmática. As diferentes concepções, com destaque para a concepção de língua/linguagem no CEFR, também foram devidamente analisadas. Finalmente, foi possível compreender com mais profundidade como os referidos níveis de proficiência foram determinados.
The object of research of this thesis is the Common European Framework (CEFR) and its levels of proficiency in foreign languages. The development of the CEFR by nearly 50 member countries of the European Council started in 1991. The CEFR reference scales have become an international landmark and currently provide guidelines for the formulation of language policies for teaching, learning and assessment in about 30 European languages, including English. Although the CEFR is also used in Brazil in preparatory programs and in different types of selection processes, little is known about it and the literature on the subject in Portuguese is still scarce. The general aim of this study is to investigate which language theories were used in preparing the CEFR. Our specific aim is to analyze the concepts of language, teaching, learning, self and assessment in the CEFR to understand how its proficiency levels were determined. By means of a bibliographical research, several publications of the European Council, partner institutions and independent researchers were gathered and organized to investigate the questions proposed in this research. In the end, it was possible to establish the historical evolution of the theoretical basis of the CEFR, its origins in the Linguistic Turn, with later developments from the School of Philosophy of Language and the disciplines of Sociolinguistics and Pragmatics. The different concepts, especially the concept of language in the CEFR, were also duly considered. Finally, it was possible to understand more clearly how the said proficiency levels were determined.
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Walter, Rebecca. "Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395170.

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Plurilinguale Erziehung ist in den verschiedenen Bildungseinrichtungen und im Forschungsbereich in den Mittelpunkt des Interesses gerückt. Der Gemeinsame Europäische Referenzrahmen für Sprachen (GER) sieht vor, dass der Zweit- bzw. Fremdsprachenunterricht auf Berücksichtigung und Unterstützung der plurilingualen Kompetenz basieren sollte. Nur so kann eine kommunikative Kompetenz in den verschiedenen Sprachen entwickelt werden. Dazu haben sich verschiedene methodologische Ansätze herausgebildet. Hierzu zählt unter anderem das stark in den Vordergrund getretene und in den Forderungen der Europäischen Kommission verankerte Modell Content and Language Integrated Learning (CLIL). In Verbindung mit der Forderung des GERS1 sowie dem Aktionsplan 2004 – 2006 Förderung des Sprachenlernens und der Sprachenvielfalt wird der Frage nachgegangen, wie in einem konkreten Immersionskontext, und zwar im CLIL-Unterricht, die kommunikative Kompetenz entwickelt wird. Dazu wird aus soziokultureller Perspektive beobachtet, was im CLIL-Unterricht geschieht.
Plurilingual education is not an entirely unknown concept. Both in the various educational institutions and in research it has increasingly moved to the centre of interest. The Common European Framework of Reference for Languages (CEFR) provides that second or foreign language teaching should be based on plurilingual competence, to develop communicative competence in the different languages. There are various methodological approaches to achieve this goal. These include in particular Content and Language Integrated Learning (CLIL), a model that has gained more and more importance and is firmly stipulated in the programme of the European Commission. Taking into account the CEFR’s claims and the Aktionsplan 2004 – 2006 Förderung des Sprachenlernens und der Sprachenvielfalt (2004 – 2006 Promotion of language acquisiton and language diversity) the question is pursued how to develop communicative competence in an immersion context, namely CLIL-teaching. On that point, the study observed what happened during CLIL-teaching from a socialcultural perspective.
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Sheehan, Susan. "Self-assessment and the common European framework of reference for languages : learning teaching assessment : a case study of the implementation of self-assessment with adult learners of English." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/6d0dcec4-7fca-4378-a046-74ed7b113b67.

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This dissertation is concerned with a conceptual analysis and an empirical investigation of how self-assessment is construed by students, teachers, and institution managers in an English as a Foreign Language (EFL) setting. The conceptual analysis is made by a review of the relevant literature. The empirical work is based on a case study approach to research and focuses on an institution in Italy offering EFL courses for adult students. A multiple methods approach was adopted to investigate the problem and these included the use of focus groups, questionnaires, student compositions, direct classroom observations and a search of the Institution's documents relating to self-assessment and the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Data were collected in three stages at intervals over a period of nine months.
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Afonso, Patrícia de Guadalupe Pereira. "Habilitação para a docência: professor de português no 3º ciclo do ensino básico e ensino secundário e de espanhol nos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/14660.

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O presente relatório da prática pedagógica supervisionada tem como base o trabalho desenvolvido, enquanto docente de Espanhol, na Escola Secundária D. Manuel I, em Beja, durante o ano lectivo de 2009/2010 e pretende analisar aspectos tais como a preparação pedagógica e científica, métodos e prática de ensino, participação na vida da escola e desenvolvimento profissional. No relatório são comentadas as actividades realizadas, relacionando-as com algumas obras sobre a prática pedagógica e documentos oficiais, como o Currículo, Programa e o Quadro Europeu Comum de Referência para as Línguas, considerados fundamentais na elaboração das planificações e instrumentos de avaliação. É feita igualmente uma reflexão sobre os métodos que suportam as actividades realizadas e que se pretendiam dinâmicas e motivadoras, de acordo com os interesses dos alunos e os diferentes estilos de aprendizagem; ABSTRACT: This report of supervised teaching practice is based on the work done, as a teacher of Spanish in high school D. Manuel I, in Beja, during the academic year 2009/2010 and intends to explore aspects such as pedagogic and scientific preparation, teaching methods and practices, involvement in school life and professional development. In this report, the activities that took place are analysed and related to some works about teaching practice and official documents such as Curriculum, Program and the Common European Framework of Reference for Languages, considered essential in the preparation of lesson plans and instruments of evaluation. There is also a reflection about the methods that support the activities which were designed to be dynamic and motivating, according to students’ interests and different learning styles.
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Nicolon-Monjo, Patricia. "L’enseignement des langues vivantes à l’école primaire en Angleterre et en France de 1960 à 2010. Entre traditions nationales et harmonisation européenne." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30052/document.

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Ce travail a pour objet, dans un premier temps, de mettre en relation l’évolution de l’enseignement-apprentissage des langues à un jeune âge en Angleterre et en France depuis les années soixante jusqu’à aujourd’hui. Cette mise en relation s’inscrit elle-même dans la perspective ouverte par les travaux des instances européennes (en particulier le Conseil de l’Europe) dans le domaine des langues sur la même période. L’impact de la publication du Cadre Européen Commun de Référence pour les Langues sur les systèmes nationaux de part et d’autre de la Manche est ensuite examiné et situé sur les plans politique, idéologique et didactique, nous permettant de dégager un certain nombre de décalages dans les modes d’appropriation des recommandations européennes d’une part, et, d’autre part, dans la conception des ressources pédagogiques, notamment en ce qui concerne l’évaluation. Dans un troisième temps, une étude empirique conduite à l’aide d’entretiens et de questionnaires auprès des acteurs de terrain (étudiants, enseignants débutants, enseignants confirmés) nous permet de proposer des pistes d’interprétation sur le sens à donner aux orientations nationales anglaise et française dans le cadre d’une didactique du plurilinguisme
This research aims to draw a link between the evolution of early language teaching and learning in England and in France from the sixties up to the present time. This evolution is examined in the light of the work done by European organisations (the Council of Europe in particular) in the field of languages. The Common European Framework of Reference for Languages is scrutinised with regard to its impact on both the English and French systems of Education, allowing us to identify a few differences in the way the two countries interpret European recommendations and incorporate them into classroom resources, especially concerning assessment and self-assessment. In the third part, an empirical study based on interviews and questionnaires and conducted with student teachers and teacher trainers allows us to suggest a few keys to understanding the meaning of national orientations both in England and in France in the wider perspective of a didactics of plurilingualism
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Books on the topic "Common European Framework of Reference for Languages (CEFR)"

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Guerin, Elizabeth, ed. Language Teacher education and Training: Italy and Europe. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-323-6.

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The CEFTrain Project is a transnational endeavour which promotes the common European principles and standards expressed in the Council of Europe's "Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF)", in teacher education using information and communication technologies. The Project results are being transferred into the Italian educational context.
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The Common European Framework of Reference: The globalisation of language education policy. Bristol: Multilingual Matters, 2012.

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Luna, Filipović, ed. Criterial features in L2 English: Specifying the reference levels of the Common European Framework. Cambridge: Cambridge University Press, 2012.

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Holec, Henri. Strategies in language learning and use: Studies towards a common European framework of reference for language learning and teaching. Strasbourg: Council of Europe, 1996.

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Association of Japanese Language Teachers in Europe. Nihongo kyōiku kunibetsu jijō chōsa Yōroppa ni okeru Nihongo kyōiku to common European framework of reference for languages. Tōkyō: Kokusai Kōryu Kikin, 2005.

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Council of Europe. Council for Cultural Co-operation. Education Committee., ed. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Cambridge University Press, 2001.

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Europe, Council of. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001.

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Europe, Council of. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001.

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Common European framework of reference for languages: Learning, teaching, assessment : case studies. Strasbourg Cedex: Council of Europe Publishing/Éditions du Conseil de l'Europe, 2002.

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Common European framework of reference for languages: Learning, teaching, assessment : case studies. Strasbourg Cedex: Council of Europe Publishing/Éditions du Conseil de l'Europe, 2002.

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Book chapters on the topic "Common European Framework of Reference for Languages (CEFR)"

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Barni, Monica, and Luisa Salvati. "The Common European Framework of Reference (CEFR)." In Language Testing and Assessment, 417–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_29.

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Barni, Monica, and Luisa Salvati. "The Common European Framework of Reference (CEFR)." In Language Testing and Assessment, 1–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_29-1.

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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." In Benjamins Current Topics, 171–95. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.110.jicb.17008.arn.

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Milton, James, and Thomaï Alexiou. "Vocabulary Size and the Common European Framework of Reference for Languages." In Vocabulary Studies in First and Second Language Acquisition, 194–211. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242258_12.

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Löfgren, Kent. "Competency-Based Corrective Feedback in Higher Education Second Language Teaching: Perspectives from Empirical Research and the Common European Framework of Reference for Languages." In Competency-based Language Teaching in Higher Education, 141–49. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5386-0_9.

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Boizou, Loïc, Jolanta Kovalevskaitė, and Erika Rimkutė. "Lithuanian Pedagogic Corpus: Correlations Between Linguistic Features and Text Complexity." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200628.

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This paper discusses the problem of automatic CEFR (CEFR – Common European Framework of Reference for Languages: https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions.) level assignment to texts. We address the correlations between the lexical, morphological and syntactic features and the different CEFR levels of the texts in the Lithuanian Pedagogic Corpus. Only the texts from coursebooks showed the correlation of investigated linguistic features with text complexity. In the coursebook sub-part of the corpus, we observed that higher language proficiency levels are associated with more complex linguistic features: their number increases in texts of higher CEFR levels from A1 to B2 (e.g., non-finite verb forms, participles, adverbial participles and half participles, dative and instrumental noun cases or longer sentences).
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Ragoonaden, Karen. "The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication Competence." In Multicultural Instructional Design, 605–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch028.

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Given the inherent pluralism of Canadian society, the emphasis on intercultural communication competence (ICC) is a logical extension of second language education in the 21st century. This chapter explores the import of implementing the Common European Framework of Reference for Languages (CEFR) in Teacher Education. To support the development of ICC, the Intercultural Development Inventory (IDI), a validated tool, was used to assess the intercultural communication competence of second language preservice teachers in Canada. The purpose of this discussion is to examine if teaching and learning about the CEFR in a Curriculum and Instruction course in the area of French as a second language can provide the necessary parameters to promote intercultural communication competence (ICC) of preservice language teachers. In order to assess ICC of preservice teachers, the Intercultural Development Index was administered during the Fall semester of a one year, Post-Baccalaureate Teacher Education Certification Program.
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Korai, Maria, and Salomi Papadima-Sophocleous. "The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context." In Tertiary education language learning: a collection of research, 7–28. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1252.

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The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.
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Nguyễn, Hà Thanh Thị, and Điệp Dương. "National Foreign Language Policy." In Stagnancy Issues and Change Initiatives for Global Education in the Digital Age, 212–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4993-3.ch010.

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The push for English language education has become explosive in Vietnam since the Doi Moi era. It resulted in the birth of the National Foreign Language Project 2020 in 2008 with the adoption of the Common European Framework of Reference (CEFR) (Decision No.1400, 2008) and later the passing of the so-called “Six-level framework for foreign language proficiency in Vietnam” (Decision No.729, 2015) to standardize learning and teaching outcomes across all levels of education. This chapter examines a case study at a major state-owned university in Vietnam to take a closer look at issues related to the adoption of the CEFR in Vietnam. More specifically, the authors assess the writing skill development in first-, second-, and third-year undergraduate students and align their writing gains with the corresponding expected CEFR cut-off scores as defined by the National Project 2020. The authors will then point out the impracticality of adopting the CEFR in assessment and make recommendations on assessment-related policy-making issues for the long-term success of the National Project 2020.
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Todirascu, Amalia, and Marion Cargill. "SimpleApprenant: a platform to improve French L2 learners’ knowledge of multiword expressions." In CALL and complexity – short papers from EUROCALL 2019, 356–61. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1036.

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We present SimpleApprenant, a platform aiming to improve French L2 learners’ knowledge of Multi Word Expressions (MWEs). SimpleApprenant integrates an MWE database annotated with the Common European Framework of Reference for languages (CEFR) level and several Natural Language Processing (NLP) tools: a spelling checker, a parser, and a set of transformation rules. NLP tools and resources are used to build training and writing exercises to improve MWE knowledge and writing skills of French L2 learners. We present the user scenarios, the platform’s architecture, as well as the preliminary evaluation of its NLP tools.
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Conference papers on the topic "Common European Framework of Reference for Languages (CEFR)"

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Van Splunder, Frank, and Geisa Dávila Pérez. "Attitudes towards English in Cuban Higher Education. Recent Developments and Challenges." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7911.

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English is used as a lingua franca in an increasing number of domains. In higher education, English has become prominent as the language of course materials, scientific publications, research, as well as teaching, a trend which is particularly noticeable in Europe. In Latin America, however, the surge of English is relatively recent, and within Latin America, Cuba is an interesting case. Whereas learning English was not encouraged in the 1980s, in today’s Cuba English has gained importance, and learning and teaching English has become a priority. The current research explores how Cuban students and lecturers of two different fields (English and Engineering) perceive the growing importance of English in today’s higher education in Cuba. Data were collected by means of a questionnaire conducted at Universidad de Oriente, Santiago de Cuba. The results reveal a positive attitude towards English, which most participants perceive as very important for their career prospects. On the other hand, it was found that most respondents overrate their ability to communicate in English. Moreover, they are not acquainted with the Common European Framework of Reference for Languages (CEFR), even though the Cuban Ministry of Higher Education has accepted the CEFR as its official standard.
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