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Revolution in Language Learning: How does CEFR change the way we assess language proficiency?
In today's globalized world, the ability to speak multiple languages is becoming increasingly important. In response to this need, the Common European Framework of Reference for Languages (CEFR) emerged, a guidance framework designed to describe and assess the abilities of foreign language learners.
CEFR was developed by the Council of Europe in the 1980s, originally as part of the "Language Learning and European Citizenship" project, which aimed to promote transparency and consistency in the learning and teaching of languages across European countries. The introduction of this framework marks a major change in language learning, teaching and assessment methods.
Its main purpose is to provide an approach to learning, teaching and assessment that is applicable to all European languages.
CEFR's standards contain six reference levels (A1, A2, B1, B2, C1, C2), which have been widely accepted as European standards for assessing individual language proficiency. This framework not only helps educational institutions and employers assess the language proficiency of job applicants, but also facilitates language learning and cultural exchange across borders.
Development of CEFR
In 1991, a seminar titled "Transparency and Consistency in Language Learning" was held in Switzerland, which emphasized the need to establish a common language framework. Subsequent projects included the development of language level classifications for certification, as well as studies in several countries.
CEFR not only exists in Europe, but its influence is expanding to other countries.
In 2001, the Council of the European Union issued a recommendation to encourage the use of CEFR to establish a verification system for language proficiency. In addition, the CEFR distinguishes four main activities of language proficiency, including receptive (listening and reading), production (oral and written), interaction (oral and written), and mediation (translation and interpreting).
Three main dimensions of CEFR
The CEFR is based on three main dimensions: language activities, the areas in which language activities occur, and the abilities involved in participating in these activities. This allows CEFR to flexibly respond to various language learning needs, thereby better serving learners.
Reference standards at all levels
CEFR divides learners into three major categories, and each category can be subdivided into two levels. For each level, the framework describes the abilities learners should have in listening, reading, speaking and writing. This makes CEFR not only applicable to multiple languages in Europe, but also extended to other countries through its translatability feature.
Such a description of language proficiency undoubtedly provides a standard reference for language learners around the world, especially non-European language learners.
The impact and application of CEFR
With the promotion of CEFR, various institutions have emerged to support language schools and related certificate institutions to ensure that their teaching and evaluation are consistent with CEFR. The establishment of organizations such as EALTA and ALTE has made efforts to maintain consistency with CEFR and best practices.
The application and acceptance of CEFR varies in different countries. In France, the education department launched a government certification called CLES to promote the application of CEFR in higher education. The German Telc institution focuses on language examinations based on CEFR standards, and such cases are becoming more common around the world.
Comparison between CEFR and other language assessment standards
As the understanding of CEFR deepens, many countries have begun to explore the correspondence between CEFR and local language proficiency assessment standards. For example, Canadian academic circles are also considering how to integrate CEFR into domestic language assessment. Various organizations and schools have developed correspondence tables for CEFR, but there is still a certain degree of controversy and challenges in this process.
Non-European applications of CEFR
CEFR has not only received attention within Europe, but language learners around the world have also begun to pay attention to the application of this framework. In places such as Japan, Malaysia, and Vietnam, the adoption of CEFR has gradually increased. Scholars and institutions in these countries have sought to localize improvements to CEFR to meet their language learning needs.
For example, in Japan, many universities and language education institutions have begun to pay attention to the CEFR framework to promote multilingual learning and cross-cultural exchanges.
The concept of CEFR poses another challenge for language learners in non-Western countries. Merely translating the CEFR framework into local languages may not give full play to its role. How to integrate its content with local language and culture is the key.
Summary
The introduction of CEFR represents an important shift in language learning and assessment, a shift that is not limited to Europe and has had a profound impact on language education around the world. However, how to effectively apply CEFR to different contexts and cultures is still a topic worth thinking about.
