CEFR and the ELT Practitioner: Empowerment or Enforcement?

Autor/in	Savski, Kristof
Titel	CEFR and the ELT Practitioner: Empowerment or Enforcement?
Quelle	In: ELT Journal, 77 (2023) 1, S.62-71 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savski, Kristof)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccac013
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Guidelines; Rating Scales; Usability; Language Teachers; Teacher Attitudes; Communicative Competence (Languages); Teaching Methods; Evaluation Methods; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Richtlinien; Rating-Skala; Language teacher; Sprachunterricht; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Europa
Abstract	Over the last two decades, the Common European Framework of Reference for Languages (CEFR) has become ubiquitous in ELT. In this article, I consider how differences in the way in which the framework is being interpreted by different powerful actors, including governments and for-profit organizations, affect its usability for ELT practitioners, a key segment of its intended audience and thus, at least in theory, key beneficiaries of its spread. I highlight three key paradoxes faced by ELT practitioners working with the framework, relating to whether CEFR is to be seen as a flexible point of reference or a set standard, whether the communicative competence described by CEFR is to be seen in a conventional, universal sense or from a more dynamic contemporary perspective, and whether CEFR is to be seen as associated with prepackaged methods (textbooks) or as a vehicle for the development of local pedagogies. I conclude by calling for deeper awareness of these paradoxes among ELT practitioners to support the productive implementation of CEFR. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01