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Rethinking CEFR Implementation: A Framework for Improvement in Language Education

A comprehensive analysis of how the Common European Framework of Reference (CEFR) is utilized in language education across Europe. This presentation highlights results from pre-conference surveys and discusses key areas of improvement identified by educators. Emphasizing the need for clearer descriptors, adaptations for specific learner groups, and a platform for sharing best practices, this session aims to foster critical awareness among stakeholders. Attendees will engage in discussions about practical enhancements to CEFR that can benefit language learners in diverse contexts.

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Rethinking CEFR Implementation: A Framework for Improvement in Language Education

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  1. Language testing in Europe: Time for a new framework?27-29 May 2013http://www.ua.ac.be/LT-CEFR2013

  2. Pre-conference survey

  3. Preconference survey In my job I mostly use the CEFR as follows…. When I use the CEFR in my job, I use them to… When I use the CEFR in my job, I do this because… I evaluate the CEFR on the following points as… Applicability Practicality Usefulness Authenticity Clarity Detailedness I evaluate the CEFR levels and descriptors as… Dificulty degree Definition

  4. Preconference surveys Survey 1 Sent to participants May 20th Return 115 (64,7%) Now closed Survey 2 Posted on L-test listserver & LinkedIn Groups Sent to colleagues in CALL database (May 20th) Return 235 Results in mailbox (+ open answers)

  5. 1. In my job I mostly use the CEFR as follows: (onepossible answer)

  6. 2. When I use the CEFR in my job, I use it to: (more than one possible answers)

  7. 3. When I use the CEFR in my job, I do this because: (more than one possible answers)

  8. 4. I evaluatethe CEFR on the following points as:

  9. 5. I evaluatethe CEFR levels and descriptorsas:

  10. Post-reflection: Time for a new framework?

  11. Presentation of the results of the session ‘Reflection and discussion’: Which aspects of the CEFR are amenable to improvement? Who should do what and how? Try to formulate 2-3 tweet-like statements per person/ group. Suggestions of the keynote speakers Determine together the priorities (n=3) using our voting system

  12. - Return: n = 53- Suggested improvements: n= 151Used methodology- Transcription of the paper versions- Keywords- Definition of possible improvements (n= 35)- Quantification

  13. Selection of most frequently chosen improvements….

  14. Priority 1 109 1 - Provide objective/clearer/ more consistent descriptors 2 - Adapt to specific groups of learners (e.g. young learners) 3 - Adapt to specific contexts (professional contexts; specific purposes) 4 - Provide more examples for course designers/ teachers 5 - Provide a platform for exchange of good practices/ evidence 6 - Raise critical awareness of all stakeholders/ Manage expectations 7 - Explain how transitions are to be made from one level to another 8 - Fill the gaps in the CEFR/ missing descriptors

  15. Priority 1 17% 1 - Provide objective/clearer/ more consistent descriptors 2 - Adapt to specific groups of learners (e.g. young learners) 5% 3 - Adapt to specific contexts (professional contexts; specific purposes) 6% 4 - Provide more examples for course designers/ teachers 9% 5 - Provide a platform for exchange of good practices/ evidence 19% 6 - Raise critical awareness of all stakeholders/ Manage expectations 22% 7 - Explain how transitions are to be made from one level to another 5% 17% 8 - Fill the gaps in the CEFR/ missing descriptors

  16. Priority 2 105 1. Provide objective/clearer/ more consistent descriptors 2. Adapt to specific groups of learners (e.g. young learners) 3. Adapt to specific contexts (professional contexts; specific purposes) 4. Provide more examples for course designers/ teachers 5. Provide a platform for exchange of good practices/ evidence 6. Raise critical awareness of all stakeholders/ Manage expectations 7. Explain how transitions are to be made from one level to another 8. Fill the gaps in the CEFR/ missing descriptors

  17. Priority 2 17% 1 - Provide objective/clearer/ more consistent descriptors 2 - Adapt to specific groups of learners (e.g. young learners) 2% 3 - Adapt to specific contexts (professional contexts; specific purposes) 5% 4 - Provide more examples for course designers/ teachers 12% 5 - Provide a platform for exchange of good practices/ evidence 29% 6 - Raise critical awareness of all stakeholders/ Manage expectations 13% 7 - Explain how transitions are to be made from one level to another 11% 10% 8 - Fill the gaps in the CEFR/ missing descriptors

  18. Priority 3 105 1 - Provide objective/clearer/ more consistent descriptors 2 - Adapt to specific groups of learners (e.g. young learners) 3 - Adapt to specific contexts (professional contexts; specific purposes) 4 - Provide more examples for course designers/ teachers 5 - Provide a platform for exchange of good practices/ evidence 6 - Raise critical awareness of all stakeholders/ Manage expectations 7 - Explain how transitions are to be made from one level to another 8 - Fill the gaps in the CEFR/ missing descriptors

  19. Priority 3 20% 1 - Provide objective/clearer/ more consistent descriptors 4% 2 - Adapt to specific groups of learners (e.g. young learners) 7% 3 - Adapt to specific contexts (professional contexts; specific purposes) 4 - Provide more examples for course designers/ teachers 18% 5 - Provide a platform for exchange of good practices/ evidence 9% 6 - Raise critical awareness of all stakeholders/ Manage expectations 16% 7 - Explain how transitions are to be made from one level to another 15% 11% 8 - Fill the gaps in the CEFR/ missing descriptors

  20. Thank you! Jozef Colpaert, Mathea Simons, Ann Aerts, Margret Oberhofer

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