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Implementing CEFR in secondary education: impact on FL teachers' educational and assessment practice
Author(s) -
Moonen Machteld,
Stoutjesdijk Evelien,
Graaff Rick,
Corda Alessandra
Publication year - 2013
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12000
Subject(s) - curriculum , perception , psychology , foreign language , mathematics education , pedagogy , neuroscience
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of teachers that apply CEFR more extensively is relatively small. Schools differ considerably with respect to the application of CEFR for curriculum planning and for assessment and professional development. These results are discussed in the light of factors that foster the implementation of educational innovations, such as compatibility and adaptation at school and teacher level.