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The Common European Framework of Reference for Languages was published a decade ago and has been influential ever since, not only in its European 'home' but throughout the world. This book traces the processes of the influence by inviting authors from universities and ministries in 11 countries to describe and explain what happened in their case. There are everyday factors of curriculum development – which sometimes include coincidence and happenstance – and there are also traditions of resistance or acceptance of external influences in policy-making. Such factors have always existed in bilateral borrowing from one country to another but the CEFR is a supra-national document accessible through globalised communication. The book is thus not only focused on matters of language education but is also a Comparative Education case-study of policy borrowing under new conditions.
Read either in its entirety or as a country-level reference, the succinct overviews of a range of historical and contemporary language policy contexts and their challenges is useful for policy makers, researchers, and practitioners alike. Overall, this edited book is an important academic contribution demonstrating how fundamental language education is to broader issues related to the globalisation of higher education and will hopefully be followed up with a second volume discussing these issues further.
Michael Byram taught languages in secondary school and adult education. At Durham University since 1980, now emeritus, he has researched the education of linguistic minorities and foreign language education. His most recent book is From Foreign Language Education to Education for Intercultural Citizenship (Multilingual Matters) and he is the editor of the Routledge Encyclopedia of Language Teaching and Learning.
Lynne Parmenter is a Principal Lecturer in International Education at the Institute of Education, Manchester Metropolitan University. Until 2010, she spent 17 years teaching in schools and universities in Japan. Her main research interests are in global citizenship education and the negotiation of education policy and practice in the context of globalization.
Series Editor’s Preface
Introduction - Michael Byram and Lynne Parmenter
The Common European Framework of Reference: Learning, Teaching, Assessment
1. John Trim: The Common European Framework of Reference for Languages and its Background: A Case Study of Cultural Politics and Educational Influences
Part 1: The CEFR in Europe
France
2. Francis Goullier: Policy Perspectives from France
3. Veronique Castellotti: Academic Perspectives from France
Germany
4. Henny Rönneper: Policy Perspectives from Germany
5. Adelheid Hu: Academic Perspectives from Germany
Bulgaria
6. Maria Stoicheva: Policy Perspectives from Bulgaria
7. Maria Stoicheva and Pavlina Stefanova: Academic Perspectives from Bulgaria
Poland
8. Pawel Poszytek: Policy Perspectives from Poland
9. Hanna Komorowska: Academic Perspectives from Poland
Commentary on the European Cases - Michael Byram and Lynne Parmenter
Part 2: The CEFR beyond Europe
America
Argentina
10. Melina Porto and Silvana Barboni: Policy Perspectives from Argentina
11. Melina Porto: Academic Perspectives from Argentina
Colombia
12. Beatriz Peña Dix and Anne-Marie de Mejía: Policy Perspectives from Colombia
13. Anne-Marie de Mejía: Academic Perspectives from Colombia
USA
14. Jacqueline Van Houten: Policy Perspectives from the USA
15. Heidi Byrnes: Academic Perspectives from the USA
Asia-Pacific
China
16. Weicheng Zou: Perspectives from China
Japan
17. Masako Sugitani and Yuichi Tomita: Perspectives from Japan
Taiwan
18. Jessica Wu: Policy Perspectives from Taiwan
19. Hintat Cheung: Academic Perspectives from Taiwan
New Zealand
20. Glenda Koefoed: Policy Perspectives from New Zealand
21. Adèle Scott and Martin East: Academic Perspectives from New Zealand
Commentary on Cases beyond Europe - Lynne Parmenter and Michael Byram
Conclusion - Lynne Parmenter and Michael Byram