CEFR: A Global Framework for Global Englishes?

Autor/inn/en	Savski, Kristof; Prabjandee, Denchai
Titel	CEFR: A Global Framework for Global Englishes?
Quelle	In: TESL-EJ, 26 (2022) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Savski, Kristof) ORCID (Prabjandee, Denchai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Guidelines; Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Rating Scales; Teaching Methods; Dialects; Communicative Competence (Languages); Student Evaluation; Language Proficiency; Educational Change; Foreign Countries; Comparative Analysis; Global Approach; Definitions; Europe + Suchen Sie Ihr Suchwort? Richtlinien; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Dialect; Dialekt; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Bildungsreform; Ausland; Globales Denken; Begriffsbestimmung; Europa
Abstract	Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01