Abstract :
This article describes how language policy is formed at a European level, focusing on
the Common European Framework of Reference for Language (CEFR). The CEFR’s
prominent role in assessment has led to criticisms of its adequacy as a model for
learning and fears that it is being used as an instrument of centralization and
harmonization. First, we argue for studying the CEFR’s effect on language policy as
a case of impact, as this concept is understood within language assessment. We refer
to experience with Asset Languages, developed as part of the United Kingdom’s
national languages strategy. Second, we agree with many commentators who insist
on the framework’s “flexible and context-amenable” nature. If use of the CEFR is
made prescriptive and closed, it indeed becomes a straitjacket. What is needed is
engagement with the complexity of specific contexts. We introduce the European
Survey on Language Competences, a European Union (EU) initiative scheduled for
2011, which will further raise the profile of the CEFR as an assessment framework.
This project should contribute to achieving comparability of measures and standards
across languages. At the same time it underlines the need to develop contextualized,
practical ways of realizing the CEFR’s potential as a framework for teaching and
learning.
