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Uncovering the story behind CEFR: How did this framework come about?
As globalization and multilingual communication become increasingly important, standardization of language learning and assessment is particularly critical. The Common European Framework of Reference for Languages (CEFR), a guideline for learning, teaching and assessing foreign languages, has been established by the Council of Europe since 1986 and has become a standard for assessing language proficiency in Europe and worldwide.
The Birth of CEFR
The CEFR was originally developed in the context of the 'Language Learning for European Citizens' project. The framework aims to promote the recognition of language proficiency and help educational institutions and employers assess the language qualifications of job applicants.
“The main purpose of the CEFR is to provide a method for learning, teaching and assessing languages that is applicable to all languages.”
After several years of development, at an international seminar in 1991, experts from various countries expressed the need for a common framework to improve the recognition of language qualifications and promote cooperation among teachers. Since then, several projects have been launched to develop a certification classification of language proficiency, with the goal of developing a set of language testing standards that correspond to the CEFR.
Frame structure
CEFR divides language proficiency into three basic dimensions: language activities, functional areas and abilities. Language activities include reception (listening and reading), production (oral and written), interaction (oral and written), and mediation (translation and interpretation).
"The four language activities divided by CEFR provide learners with comprehensive language application skills."
The functional scope covers four major areas: education, occupation, public and personal, in order to cope with various language needs in social life. Through these areas, learners are able to develop their language skills in different contexts.
Common Reference Levels
CEFR divides learners into six levels (A1, A2, B1, B2, C1, C2), from the lowest level of A1 to the highest level of C2. Each level describes in detail the learners' listening, reading, speaking, and and writing skills.
"These reference level descriptions are available for various European languages and have been translated into many languages."
The impact of CEFR on language schools
The introduction of the CEFR provided a common reference standard for language schools and certification bodies, and led to the establishment of several organizations to promote the CEFR and good language teaching practices. For example, the European Language Testing and Assessment Association (EALTA) provides guidance to language schools, helping the industry to achieve higher professional standards.
The impact of globalization
As CEFR became more popular, its influence began to spread beyond Europe, including to non-European countries with only a few languages. Scholars and institutions in places like Japan, Malaysia and Vietnam have adopted the CEFR and tried to adapt its framework to local language needs.
“CEFR concepts are widely used around the world, but they also need to be appropriately adjusted according to local languages and cultures.”
This change not only promotes language learning and assessment, but also provides new ideas for the reform of the education system. Many Japanese academic institutions have also begun to seek localized methods combined with CEFR to improve the quality of language education.
Reflection and Challenge
While CEFR provides an effective framework for language learning and assessment, it also faces many challenges, especially in terms of adaptability between different language education systems. Some studies have pointed out that the teaching methods of Western languages are not fully applicable to Asian languages, which requires further discussion and exploration.
As the global demand for language proficiency continues to grow, can the CEFR continue to evolve with the times and provide more comprehensive support for more language learners?
