Further information
What is the
CEFRCV
Common European Framework of Reference for Languages Companion Volume
?
The Common European Framework of Reference for Languages: Learning, teaching, assessment (
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
), published in 2001, is part of the Council of Europe’s continuing work to ensure quality inclusive education as a right of all citizens. The
CEFRCV
Common European Framework of Reference for Languages Companion Volume
, published in 2020, updates and extends the
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
. It sets out to be a comprehensive and pedagogically neutral framework for language teaching, learning and assessment. It takes an innovative stance in seeing learners as language users and social agents and seeing language as a vehicle for communication rather than a subject to study.
What is the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach (AOA)?
The methodological message of the
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
is that language learning should be directed towards enabling learners to act in real-life situations, expressing themselves and accomplishing tasks of different natures. Thus, the criterion suggested for assessment is communicative ability in real life, in relation to a continuum of ability (Levels A1-C2). This implies that the teaching and learning process is driven by action, that it is
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
. It also clearly suggests planning backwards from learners’ real-life communicative needs, with consequent alignment between curriculum, teaching and assessment.
What does the AOA look like in the classroom?
At the classroom level, there are several implications of implementing the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach. Seeing learners as social agents implies involving them in the learning process. It also implies recognising the social nature of language learning and language use, namely the interaction between the social and the individual in the process of learning. Seeing learners as language users implies extensive use of the target language in the classroom – learning to use the language rather than just learning about the language (as a subject). Seeing learners as plurilingual, pluricultural beings means allowing them to use all their linguistic resources when necessary, encouraging them to see similarities and regularities as well as differences between languages and cultures. Above all, the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach implies purposeful, collaborative tasks in the classroom, the primary focus of which is some product or outcome (such as planning an outing, making a poster, creating a blog, designing a festival).
What is the role of the learner and the teacher in this process?
Both the
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
descriptive scheme and the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach put the co-construction of meaning (through interaction) at the centre of the learning and teaching process. This has clear implications for the classroom. At times, this interaction will be between teacher and learner(s), but at times, it will be of a collaborative nature, between learners themselves. The precise balance between teacher-centred instruction and such collaborative interaction between learners in small groups is likely to reflect the context, the pedagogic tradition in that context and the proficiency level of the learners concerned. In the reality of today’s increasingly diverse societies, the construction of meaning may take place across languages and draw upon user/learners’ plurilingual and pluricultural repertoires.
Source:https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4; p.29)