Proficiency Guidelines and Frameworks

doi:10.1017/9781108333603.024

23 - Proficiency Guidelines and Frameworks

from Part V - Pedagogical Interventions and Approaches

Published online by Cambridge University Press: 25 June 2019

David Little

Edited by

John W. Schwieter and

Alessandro Benati

Show author details

John W. Schwieter: Affiliation:
Wilfrid Laurier University
Alessandro Benati: Affiliation:
American University of Sharjah, United Arab Emirates

Book contents

Get access

Summary

In the decades following the Second World War, there was a strongly felt need on both sides of the Atlantic to find ways of describing L2 proficiency in terms of functional capacity—the ability to perform communicative tasks in the real world—rather than grammatical knowledge. In the wake of wars against Japan and Korea, the United States government wanted to be able to gauge what its employees could do in the L2s they had learnt; in Europe, a major challenge was to enable adult language learners to develop communicative repertoires sufficient to support mobility. This chapter focuses on the two most influential instruments to emerge from this reorientation of L2 education, the Proficiency guidelines developed by the American Council on the Teaching of Foreign Languages (ACTFL PG; ACTFL, 1986, 2012a; Breiner-Sanders et al., 2000; Breiner-Sanders, Swender, & Terry, 2002) and the Council of Europe’s Common European framework of reference for languages (CEFR), originally published in the organization’s two official languages, English and French (Council of Europe, 2001a, 2001b).

Information

Type: Chapter
Information: The Cambridge Handbook of Language Learning , pp. 550 - 574
DOI: https://doi.org/10.1017/9781108333603.024 [Opens in a new window]
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

ACTFL (1986). ACTFL proficiency guidelines 1986. Hastings-on-Hudson, NY: ACTFL.Google Scholar

ACTFL (2012a). ACTFL proficiency guidelines 2012. Alexandria, VA: ACTFL.Google Scholar

ACTFL (2012b). ACTFL performance descriptors for language learners. Alexandria, VA: ACTFL.Google Scholar

ACTFL (n.d.). Assigning CEFR ratings to ACTFL assessments. Alexandria, VA: ACTFL. Retrieved from https://www.actfl.org/sites/default/files/reports/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf.Google Scholar

Alderson, J. C. (2007). The CEFR and the need for more research. The Modern Language Journal, 91(4), 659–663.Google Scholar

ALTE (2011). Manual for language test development. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/1680667a2b.Google Scholar

Bachman, L. F. (1988). Problems in examining the validity of the ACTFL oral proficiency interview. Studies in Second Language Acquisition, 10(2), 149–164.Google Scholar

Bachman, L. F., & Savignon, S. J. (1986). The evaluation of communicative language proficiency: A critique of the ACTFL oral interview. The Modern Language Journal, 70(4), 380–390.Google Scholar

Berger, A. (2015). Validating analytic rating scales: A multi-method approach to scaling descriptors for assessing academic speaking. Frankfurt am Main: Peter Lang.Google Scholar

bmlv (2000). European language portfolio (Swiss model for adolescents and adults). Bern: Berner Lehrmittel- und Medienverlag.Google Scholar

Breiner-Sanders, K. E., Lowe, P. Jr., Miles, J., & Swender, E. (2000). ACTFL proficiency guidelines–Speaking, revised 1999. Foreign Language Annals, 33(1), 13–18.Google Scholar

Breiner-Sanders, K. E., Swender, E., & Terry, R. M. (2002). Preliminary proficiency guidelines—Writing revised 2001. Foreign Language Annals, 35(1), 9–15.Google Scholar

Byram, M., & Parmenter, L. (eds.) (2012). The common European framework of reference: The globalisation of language education policy. Bristol/Buffalo, NY: Multilingual Matters.Google Scholar

Council of Europe (1992). Transparency and coherence in language learning in Europe: Objectives, evaluation, certification. Strasbourg: Council of Europe.Google Scholar

Council of Europe (1996a). Common European framework of reference for language learning and teaching. Draft 1 of a framework proposal. Strasbourg: Council of Europe.Google Scholar

Council of Europe (1996b). Modern languages: Learning, teaching, assessment. A common European framework of reference. Draft 2 of a framework proposal. Strasbourg: Council of Europe.Google Scholar

Council of Europe (1997a). Language learning for European citizenship: Final report (1989–96). Strasbourg: Council of Europe.Google Scholar

Council of Europe (1997b). European language portfolio: Proposals for development. Strasbourg: Council of Europe.Google Scholar

Council of Europe (2000). European language portfolio (ELP): Principles and guidelines. Strasbourg: Council of Europe.Google Scholar

Council of Europe (2001a). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved from https://rm.coe.int/1680459f97.Google Scholar

Council of Europe (2001b). Cadre europe´en commun de re´fe´rence pour les langues: apprendre, enseigner, e´valuer. Paris: Didier. Retrieved from https://rm.coe.int/16802fc3a8.Google Scholar

Council of Europe (2011). European language portfolio (ELP): Principles and guidelines, with added explanatory notes. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/16804586ba.Google Scholar

Council of Europe (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.Google Scholar

Díez-Bedmar, M. (2018). Fine-tuning descriptors for CEFR B1 level: Insights from learner corpora. ELT Journal, 72(2), 199–209.Google Scholar

European Commission (2012). First European survey on language competences. Final report. Brussels: European Commission. Retrieved from https://crell.jrc.ec.europa.eu/sites/default/files/files/eslc/ESLC_Final%20Report_210612.pdf.Google Scholar

Figueras, N., North, B., Takala, S., Van Avermaet, P., & Verhelst, N. (2009). Relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR): A manual. Strasbourg: Council of Europe.Google Scholar

Fulcher, G. (1996). Invalidating validity claims for the ACTFL oral rating scale. System, 24(2), 163–172.Google Scholar

Fulcher, G. (2010). The reification of the Common European Framework of Reference (CEFR) and effect-driven testing. In Psaltou-Joycey, A. & Mattheoudakis, M. (eds.), Advances in research on language acquisition and teaching: Selected papers (pp. 15–26). Thessaloniki: Greek Applied Linguistics Association.Google Scholar

Goullier, F. (2007). The Common European Framework of Reference for Languages (CEFR) and the development of language policies: Challenges and responsibilities. Strasbourg: Council of Europe.Google Scholar

Green, A. (2012). Language functions revisited: Theoretical and empirical bases for language construct definition across the ability range. Cambridge/New York: Cambridge University Press.Google Scholar

Hawkins, J. A., & Filipovic´, L. (2012). Criterial features in L2 English: Specifying the reference levels of the Common European Framework. Cambridge: Cambridge University Press.Google Scholar

Hulstijn, J. J. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663–667.Google Scholar

Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366–372.Google Scholar

Lantolf, J. P., & Frawley, W. (1985). Oral-proficiency testing: A critical analysis. The Modern Language Journal, 69(4), 337–345.Google Scholar

Liskin-Gasparro, J. E. (2003). The ACTFL proficiency guidelines and the oral proficiency interview: A brief history and analysis of their survival. Foreign Language Annals, 36(4), 483–490.Google Scholar

Little, D. (2002). The European Language Portfolio: Structure, origins, implementation and challenges. Language Teaching, 35(3), 182–189.Google Scholar

Little, D. (2016). The European Language Portfolio: Time for a fresh start? International Online Journal of Education and Teaching, 3(3), 162–172.Google Scholar

Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Bristol: Multilingual Matters.Google Scholar

Little, D., Goullier, F., & Hughes, G. (2011). The European Language Portfolio: The story so far (1991–2011). Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/16804595a7.Google Scholar

Little, D., & King, L. (2014). Talking with John Trim (1924–2013), Part II: Three decades of work for the Council of Europe. Language Teaching, 47(1), 118–132.Google Scholar

Met, M., & Byram, M. (1999). Standards for foreign language learning and the teaching of culture. The Language Learning Journal, 19(1), 61–68.Google Scholar

Ministry of Education and Sport, Albania (2016). Language education policy profile: Albania. Country report. Tirana: Ministry of Education and Sport. Retrieved from https://rm.coe.int/language-education-policy-profile-albania-country-report/168076362d.Google Scholar

Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(2), 153–169.CrossRef Google Scholar

National Standards Collaborative Board (2015). World-readiness standards for learning languages (4th edn.). Alexandria, VA: National Standards Collaborative Board.Google Scholar

NCSSFL & ACTFL (2015). NCSSFL–ACTFL can-do statements: Performance indicators for language learners. Alexandria, VA: ACTFL.Google Scholar

Pulinx, R., Van Avermaet, P., & Extramiana, C. (2014). Linguistic integration of adult migrants: Policy and practice. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/16802fc1ce.Google Scholar

Scha¨rer, R. (2000). European Language Portfolio: Final report on the pilot project phase 1998–2000. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/16804586bb.Google Scholar

Swender, E. (2015). Response to letter to the editor. Foreign Language Annals, 48(4), 775–776.Google Scholar

Swender, E., & Duncan, G. (1998). ACTFL Performance Guidelines for K–12 learners. Foreign Language Annals, 31(4), 479–491.Google Scholar

Tschirner, E. (ed.) (2012). Aligning frameworks of reference in language testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages. Tu¨bingen: Stauffenburg.Google Scholar

van Ek, J. A. (1975). The threshold level. Strasbourg: Council of Europe.Google Scholar

van Ek, J. A., & Trim, J. L. M. (1991). Waystage. Strasbourg: Council of Europe.Google Scholar

van Ek, J. A., & Trim, J. L. M. (1998). Waystage 1990 (revised and corrected edn.). Cambridge: Cambridge University Press.Google Scholar

van Ek, J. A., & Trim, J. L. M. (2001). Vantage. New York: Cambridge University Press.Google Scholar

Ziegler, N. A. (2014). Fostering self-regulated learning through the European Language Portfolio: An embedded mixed methods study. The Modern Language Journal, 98(4), 921–936.Google Scholar

Ziegler, N. A., & Moeller, A. J. (2012). Increasing self-regulated learning through the LinguaFolio. Foreign Language Annals, 45(3), 330–348.Google Scholar

Accessibility standard: Unknown

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

Accessibility compliance for the HTML of this chapter is currently unknown and may be updated in the future.