The CEFR and Education Policies in Europe

Bonnet, Gérard

doi:10.1111/j.1540-4781.2007.00627_7.x

Cited by 15 publications

(9 citation statements)

References 2 publications

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“…Particularly, CEFR has been observed to have such major influences in language policy planning [3], [4], [20], [27], [26] [8], [10], [11], [21], [29], [31].…”

Section: Literature Reviewmentioning

confidence: 99%

Impacts of the Cefr-Aligned Learning Outcomes Implementation on Assessment Practice

2018

HueUni-JSSH

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AbstractThis article reports the initial findings on the implementation of the Common European Framework of Reference for Languages (CEFR) at tertiary level in Vietnam. It explores the impacts of the CEFR-aligned learning outcomes implementation on assessment practice for non-English major students at Hue University. Semi-structure in-depth interviews were employed. Eight general English (GE) teachers who teach non-English major students at Hue University participated in this qualitative study. The findings showed that GE teachers modified the assessment activities in such a way that can aid their non-English major students achieve the required learning outcomes. The strong impact of the CEFR-aligned outcomes on the assessment practice could be seen in the appearance of CEFR aligned tests and the focus on students’ self and peer assessments. The long-term effect of the activities, which is students’ language proficiency improvement, was difficult to achieve. The issue of extra training on capacity building and professional development for GE teachers at Hue University was thus put forward.

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“…Particularly, CEFR has been observed to have such major influences in language policy planning [3], [4], [20], [27], [26] [8], [10], [11], [21], [29], [31].…”

Section: Literature Reviewmentioning

confidence: 99%

Impacts of the Cefr-Aligned Learning Outcomes Implementation on Assessment Practice

2018

HueUni-JSSH

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“…Although the Council of Europe offers advice or advocacy, policy guidelines at EU level tend to be concrete and binding. Education remains outside the EU's direct control, according to the “principle of subsidiarity.” However, EU decisions may strongly impact on education policies (Bonnet, 2007, p. 670).…”

Section: Language Policy and The Cefrmentioning

confidence: 99%

European Language Policy: Assessment, Learning, and the Cefr

Jones¹,

Saville²

2009

Ann Rev Appl Linguist

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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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“…Indeed, Bonnet (2007) openly calls for "policing" of the CEFR levels with reference to assessment. However not all agree on the need for external control and imposing it would be daunting.…”

Section: Resultsmentioning

confidence: 99%

“…CEFR-based policies drive a language certification market based on claims of proficiency at various CEFR levels. For Bonnet (2007) this raises quality assurance issues, as countless bodies issue certificates or diplomas based on exams that supposedly demonstrate linguistic competence at a specific level. Indeed, the Council of Europe (henceforth CoE) (Council of Europe 2008) recognises that employers and admission authorities must ever more frequently evaluate the value of language qualifications on the basis of little or no reliable information.…”

mentioning

confidence: 99%

B1 and B1: Analysing and comparing high-stakes certification linked to the CEFR

Kies¹

2012

Language Learning in Higher Education

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The CEFR and Education Policies in Europe

Cited by 15 publications

References 2 publications

Impacts of the Cefr-Aligned Learning Outcomes Implementation on Assessment Practice

Impacts of the Cefr-Aligned Learning Outcomes Implementation on Assessment Practice

European Language Policy: Assessment, Learning, and the Cefr

B1 and B1: Analysing and comparing high-stakes certification linked to the CEFR

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