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What is CEFR

Chapter 6
Implementing Rapid E-Learning Through Interactive Materials Development
Addresses protecting linguistic and cultural diversity, enhancing plurilingual and pluricultural education, and promoting intercultural understanding for countries all over Europe.
Published in Chapter:

Designing Goal-Oriented Online Speaking Activities for EFL Learners in a Post-Pandemic World: Insights From CEFR Companion Volume

Erkan Yüce (Aksaray University, Turkey) and Zeynep Çetin Köroğlu (Aksaray University, Turkey)
Copyright: © 2023 | Pages: 20
DOI: 10.4018/978-1-6684-4940-0.ch006

Abstract

The Covid-19 pandemic continues to affect every aspect of life. English language education has been shifted from face-to-face education to online education as a result of sudden decisions. English language teachers and learners are expected to adapt to this sudden change and manage the process effectively, without considering their technological competence and knowledge about technology's integration into foreign language pedagogy. In the process of teaching English as a foreign language, speaking skills teaching, which is often neglected compared to other skills, has become more limited in online education due to various reasons. There is not enough study in the existing literature on the design of digital speaking activities. Therefore, the current book section deals with the design of goal-oriented digital speaking skills activities within the framework of the CEFR CV. Additionally, examples of goal-oriented digital speaking activities are presented in the present book chapter. The chapter will guide language teachers to design digital speaking activities appropriate to CEFR CV.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 15
Implementing the Flipped Classroom Model and the CEFR to Enhance Learners' 21st Century Skills: A Practical Framework for English Language Teachers
A European framework for foreign language learning and assessment, where the learning journey is divided in widely accepted levels of knowledge attainment, which can be used for formal language examinations and various kinds of teaching and testing purposes.
Published in Chapter: Implementing the Flipped Classroom Model and the CEFR to Enhance Learners' 21st Century Skills: A Practical Framework for English Language Teachers; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 1
CLIL, Bilingual Education, and Pluriliteracies: Bridging the Language Gap in the Knowledge Society
The acronym stands for the Common European Framework of Reference, the framework document for language learning, teaching and assessment in Europe, setting six levels of language competence (A1, A2, B1, B2, C1, C2) for teachers and learners.
Published in Chapter: CLIL, Bilingual Education, and Pluriliteracies: Bridging the Language Gap in the Knowledge Society; From: International Approaches to Bridging the Language Gap
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Chapter 12
An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training
A set of guidelines that explains how foreign language learners learn and should learn in the European context.
Published in Chapter: An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training; From: International Approaches to Bridging the Language Gap
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 9
Manga: A Motivating Multimodal Medium for Learning English
Abbreviation of “The Common European Framework of Reference for Languages.” It is an international standard measurement of foreign language proficiency and describes language learners’ achievement with six levels: A1 (low beginner level) to C2 (mastery level).
Published in Chapter: Manga: A Motivating Multimodal Medium for Learning English; From: Exploring Comics and Graphic Novels in the Classroom
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Chapter 14
Supporting Low-Proficiency L2 Learners Through Scaffolded Peer Feedback on L2 Writing Tasks
The acronym for Common European Framework of Reference for language competency levels.
Published in Chapter: Supporting Low-Proficiency L2 Learners Through Scaffolded Peer Feedback on L2 Writing Tasks; From: Addressing Issues of Learner Diversity in English Language Education
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Chapter 11
Intelligent CALL Systems for Writing Development: Investigating the Use of Write & Improve for Developing Written Language and Writing Skills
The CEFR is the Common European Framework of Reference for Languages. It is an internationally recognised approach to standardizing the linguistic knowledge and abilities that language users have at different levels of proficiency. These levels range from A1 (Beginner) to C2 (Master).
Published in Chapter: Intelligent CALL Systems for Writing Development: Investigating the Use of Write & Improve for Developing Written Language and Writing Skills; From: CALL Theory Applications for Online TESOL Education
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Chapter 10
Making Language Learning More Inclusive: Introducing Rubrics to Adult Students to Improve Written Performance
Acronym for the Common European Framework for Languages. The CEFR was issued by the Council of Europe in order to provide guidance to describe achievements of learners of foreign languages across Europe. It categorises language performance according to different levels from lower to higher: A1/A2; B1/B2; C1/C2. It also provides guidance for language assessment.
Published in Chapter: Making Language Learning More Inclusive: Introducing Rubrics to Adult Students to Improve Written Performance; From: International Approaches to Bridging the Language Gap
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 16
Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants: A Case Study in a Non-Formal Context
The Common European Framework of Reference for Languages is a guideline used to describe achievements of learners of foreign languages across Europe and worldwide. The CEFR is a widely used tool to describe learners’ language abilities at six levels of gradual proficiency (A1, A2, B1, B2, C1, C2), which provide a basis for comparing second/foreign language curricula, textbooks, courses, and exams.
Published in Chapter: Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants: A Case Study in a Non-Formal Context; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
Full Text Chapter Download: US $37.50 Add to Cart

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