Identity matters in the Common European Framework of Reference for Languages and its Companion Volume

Byram, Michael

Abstract

The Common European Framework of Reference for Languages has been a major influence on language teaching in Europe and beyond and its Companion Volume will probably have the same significance. It is important therefore that education professionals understand the underlying concepts, including the conceptualisation of the language user/learner. This article analyses the concept of learners' identities against the background of the Council of Europe's policy of social inclusion, which became significant between the dates of publication of the two documents. It demonstrates that the CEFR has a more nuanced and detailed concept of identity than the Companion Volume, and that the suggestion in the Companion Volume that teachers do not need to know the CEFR itself is problematic. The CEFR works with a concept of social and personal identity. The Companion Volume lacks such a concept, and an analysis of pluricultural competence in search of clarification of how a ‘pluricultural person' is conceptualised proves unsuccessful. The relationship between ‘pluricultural' and ‘plurilingual’ is not fully addressed in the CEFR, nor developed further in the Companion Volume. There is still a need for a rich description of the identities of learners and of the notion of pluricultural competence.

Citation

Byram, M. (2023). Identity matters in the Common European Framework of Reference for Languages and its Companion Volume. The Language Learning Journal, 51(2), 253-262. https://doi.org/10.1080/09571736.2021.1996622

• Journal Article Type: Article
• Acceptance Date: Oct 14, 2021
• Online Publication Date: Nov 30, 2021
• Publication Date: 2023
• Deposit Date: Feb 1, 2022
• Publicly Available Date: Mar 3, 2023
• Journal: The Language Learning Journal
• Print ISSN: 0957-1736
• Electronic ISSN: 1753-2167
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 51
• Issue: 2
• Pages: 253-262
• DOI: https://doi.org/10.1080/09571736.2021.1996622
• Public URL: https://durham-repository.worktribe.com/output/1215266