Common European Framework of Reference for Languages: learning, teaching, assessment – Companion volume with new descriptors

This companion volume to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) represents another step in a process that has been pursued by the Council of Europe since 1971 and owes much to the contributions of members of the language teaching profession across Europe and beyond. In order to ensure complete coherence and continuity with the existing CEFR scales, the Council of Europe asked the Eurocentres Foundation to take once again the [...]

Common European Framework of Reference for Languages: learning, teaching, assessment

The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. It describes in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow [...]

Assessment of young English language learners in the first year of elementary school: preliminaries issues

The article discusses the assessment practices in the teaching of English as a foreign language in the first year of elementary public school, and it reports on the conceptions of learning assessment. The reflections presented here are from a qualitative document study, that aims to see which objectives andfunctions the assessment practices assume in this teaching context. For this, interviews were conducted with 14 teachers and three official documents that guide education [...]

Suggestions for pedagogical actions in the context of the covid-19 pandemic

The Xperience Nova Escola collection is a series of textbooks for the final years of Elementary School (6th to 9th grade), developed by dozens of English language teachers and specialists from all over Brazil, as part of the Skills for Prosperity programme. As Emergency Remote Learning may still be the reality of many schools in 2021, Nova Escola has prepared the guide "Suggestions for pedagogical actions in the context of the covid-19 pandemic" to help teachers use the collection in this [...]

A scale to guide English learning

How the English language tests to be applied by Pisa in 2025 can be a tool for improving public policies and practices for teaching the language in Brazil

Language assessment literacy for learning-oriented language assessment

This paper reflects on the findings of a small-scale and exploratory study which attempted to explore whether and how learning-oriented assessment opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. Hamp-Lyons and Green (2014) closely studied a set of authentic speaking test video samples [...]

The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact

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, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and [...]

The use of data in education provides knowledge about the reality of teaching and allows planning actions

Students performance and presence in class are some of the information that can be collected; crossing and monitoring indicators and setting goals are essential in the process