Speaker
Description
Despite the CEFR’s global recognition as a framework for language education, its foundational principles—such as viewing the learner as a social agent and adopting an action-oriented approach—are often underutilized in classroom practice. This talk offers a reinterpretation of the CEFR through an ecological lens, drawing on van Lier’s (2004) perspective of language learning as a situated, dynamic, and collaborative process of sense-making. By emphasizing the CEFR’s conceptual rather than evaluative function, the presentation highlights its potential to support more holistic and context-sensitive pedagogical practices. It argues that embracing the CEFR as a flexible guide, rather than a rigid evaluative tool, can enrich language teaching and learning across diverse educational settings.
Summary
Despite the global recognition of the CEFR’s Common Reference Levels, its foundational principles—the learner as a social agent and the action-oriented approach—are often underutilized in classroom practice. This presentation reinterprets the CEFR, drawing on van Lier’s (2004) perspective of language learning as a situated, dynamic, and collaborative process of sense-making. By emphasizing the CEFR’s conceptual rather than evaluative function, the presentation highlights its potential to support more holistic and context-sensitive pedagogical practices.
| Teaching Context | College and university education |
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