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The current influence of the CEFR in secondary education: teachers’ perceptions

Díez-Bedmar, María Belén; Byram, Michael

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Authors

María Belén Díez-Bedmar



Abstract

The Common European Framework of Reference for Languages (CEFR) began to have an influence on language teaching some 20 years ago. However, in spite of the title referring to learning, teaching and assessment of languages, the CEFR has had a far more pronounced impact on language testing than on any other aspect of language learning/teaching. In contrast, this article focuses on the impact of the CEFR on teachers by analysing the beliefs about and perceptions of the CEFR held by a group of Spanish teachers about to take a Masters course module on the CEFR. A 35-item questionnaire was administered to these in-service teachers online to analyse their familiarity with the CEFR, their perceptions of the impact of the CEFR and their knowledge of the contents of the CEFR. The analysis shows that teachers’ degree of familiarity with the CEFR as a whole was superficial. They reported a high degree of familiarity with levels of competences, but limited knowledge of changes that the CEFR proposes, despite the fact that they perceived the general impact of the CEFR on syllabi, curricula and methods to be substantial. There are clear implications for teacher education to ensure more thorough understanding of the CEFR.

Citation

Díez-Bedmar, M. B., & Byram, M. (2019). The current influence of the CEFR in secondary education: teachers’ perceptions. Language, Culture and Curriculum, 32(1), 1-15. https://doi.org/10.1080/07908318.2018.1493492

Journal Article Type Article
Acceptance Date May 30, 2018
Online Publication Date Jul 2, 2018
Publication Date 2019
Deposit Date Nov 30, 2018
Publicly Available Date Jan 2, 2020
Journal Language, Culture and Curriculum
Print ISSN 0790-8318
Electronic ISSN 1747-7573
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 32
Issue 1
Pages 1-15
DOI https://doi.org/10.1080/07908318.2018.1493492
Public URL https://durham-repository.worktribe.com/output/1308183

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