International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg

Autor/inn/en	Brunfaut, Tineke; Harding, Luke
Titel	International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 2, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunfaut, Tineke) ORCID (Harding, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1700213
Schlagwörter	Language Proficiency; Standards; English (Second Language); Second Language Learning; Decision Making; Guidelines; Rating Scales; Foreign Countries; Standard Setting; Language Tests; Educational Change; Multilingualism; Second Language Instruction; International Cooperation; National Curriculum; Secondary Education; Secondary School Students; Luxembourg + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Standard; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Decision-making; Entscheidungsfindung; Richtlinien; Rating-Skala; Ausland; Standardisierung; Language test; Sprachtest; Bildungsreform; Mehrsprachigkeit; Multilingualismus; Fremdsprachenunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Sekundarbereich; Sekundarschüler
Abstract	In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the "Épreuve Commune for English," a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg's unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01