Reflecting on the common European framework of reference for languages and its companion volume
著者
書誌事項
Reflecting on the common European framework of reference for languages and its companion volume
（New perspectives on language and education, 104）
Multilingual Matters, 2022
- : pbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.
目次
Acknowledgements
Contributors
David Little and Neus Figueras: Introduction
Part 1: The Common European Framework of Reference for Languages: Past, Present and Future
David Little: Introduction
Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan
Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward
Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved
Part 2: The Action-oriented Approach: A Change of Paradigm?
David Little: Introduction
Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View
Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain
Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations
Part 3: Plurilingualism, Plurilingual Education and Mediation
David Little: Introduction
Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education
Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation
Chapter 9. Deirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School
Part 4: Descriptors, Scales and Constructive Alignment
David Little: Introduction
Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points
Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula
Chapter 12. Elif Kantarcioglu: The CEFR Companion Volume and Mediation: An Assessment Perspective
Part 5: Afterword
Chapter 13. Barry O'Sullivan: Making the CEFR Work: Considerations for a Future Roadmap
Index
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