The Common European Framework of Reference for Languages
Content, purpose, origin, reception and impact
Bibliographic Data
| ID | 11438176 |
|---|---|
| Authors | David Little (0000-0002-5737-7082, Trinity College Dublin, corresponding author) |
| Year | 2006 |
| Volume | 39 |
| Issue | 3 |
| Pages | 167-190 |
| Publication date | 2006-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0261444806003557 |
| OpenAlex | W2149914717 |
| Language | EN |
| Citations received | 26 |
| References cited | 14 |
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
Business · Curriculum · Language proficiency · Linguistics · Mathematics education · Pedagogy · Portfolio · Computer Science · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching
Learner Identity, Learner Agency, and the Assessment of Language Proficiency
The Case for Mediation
Acquisition Planning
Common European Framework of Reference
Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance
Improving the Applicability of Cognitive Linguistics
Tren penelitian dan tantangan penerapan Common European Framework of Reference for Languages (Cefr) di Indonesia
A systematic review and meta‐analysis of AI ‐enabled assessment in language learning
What can NLP do for linguistics? Towards using grammatical error analysis to document non-standard English features
The development of a Cefr-based scale for assessing young foreign language learners’ writing skills
Introducing the Cause model and five Creativity Languages
Issues in aligning assessments to the Common European Framework of Reference
Self-assessment of Japanese as a second language
Facilitating the interpretation of English language proficiency scores
Multilingualism in the governance of a ‘monolingual’ institution
Corporate language
Toward an English Proficiency Test for Postgraduates in Malaysia
Conceptualising transformative language teaching for sustainability and why it is needed
Implementing Cefr in secondary education
Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework
Content and Language Integrated Learning
The Common European Framework of Reference for Languages
Language learner autonomy and the European Language Portfolio
The English Profile Programme
How the Cefr Is Impacting French-as-a-Second-Language in Ontario, Canada
Heterogeneity and aSociolinguistics of Multilingualism
Un Niveau seuil
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
The Common European Framework and the European Language Portfolio
Self-assessment in second language testing
The development of a suite of computer-based diagnostic tests based on the Common European Framework
Self-assessment of language proficiency
Limitations of the Common European Framework for developing comparable examinations and tests
Scaling descriptors for language proficiency scales
Relating examinations to the Common European Framework
Assessing the language of young learners
Linking language assessments
Self-directed learning
Strategic competence and the learner's strategic control of the language learning process
The European Language Portfolio
| Citations per year | 1.53 |
|---|---|
| Citation span | 2009 - 2026 (18) |
| Highly cited | No |