Identity Matters in the "Common European Framework of Reference for Languages" and Its "Companion Volume"

Autor/in	Byram, Michael
Titel	Identity Matters in the "Common European Framework of Reference for Languages" and Its "Companion Volume"
Quelle	In: Language Learning Journal, 51 (2023) 2, S.253-262 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byram, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1996622
Schlagwörter	Rating Scales; Self Concept; Language Proficiency; Second Language Instruction; Second Language Learning; Guidelines; Foreign Countries; Guides; Cultural Awareness; Inclusion; Student Characteristics; Cultural Pluralism; Multilingualism; Personality Traits; Cultural Background; Evaluation Methods; Educational Policy; Social Integration; European Union + Suchen Sie Ihr Suchwort? Rating-Skala; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Zweitsprachenerwerb; Richtlinien; Ausland; Handbuch; Leitfaden; Cultural identity; Kulturelle Identität; Inklusion; Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik; Soziale Integration
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01