The CEFR in Practice by Brian North (review)

The Common European Framework of Reference for Languages (CEFR) has been part of the Canadian consciousness for almost a decade since it was first presented to the second-language (L2) teaching community as a transparent and coherent framework for describing language proficiency in Canada (Vandergrift, 2006). Since that time, many provinces and territories have put the CEFR into practice, some more explicitly than others, in spite of there being limited tools available to direct their reflection on an ‘action-oriented’ approach toward teaching L2 or toward guiding their curriculum planning and assessment. With this book, Brian North offers a new and important tool, ‘written primarily for language teachers, academic managers/heads of departments and teacher trainers who wish to deepen their understanding of the CEFR and of sensible ways of exploiting it’ (p. 4).

This book is well organized and written to cater to different readers. It comprises four substantive chapters that give examples of how the CEFR has been exploited in actual practice. Each chapter is divided into three sections. First, “Essentials” introduces the relevance of the CEFR to the topic examined, along with related practical references (materials and Web sites). Second, “More details” provides background to different CEFR projects and examples of CEFR implementation in contextually appropriate ways. Third, “Issues” deals with the questions and controversial issues regarding the CEFR; this section is more academically oriented and is complemented by full bibliographic references. This book is not necessarily meant to be read from cover to cover, but can be “dipped into” by the reader, according to need and interest.

Chapter 2 introduces the CEFR. This chapter would be most useful for those who have little knowledge of the framework and have not read the original document (Council of Europe, 2001). Informed readers may wish to focus on the “Issues” section of this chapter, which deals with the oft-heard criticisms of the framework; for example, the basis of the descriptors in teacher perceptions rather than in studies of language acquisition over time, or the uncertain validity of the descriptors in different contexts.

Chapter 3 deals with the CEFR levels in detail. Although readers familiar with the original document may consider this information to be redundant, there are several unique tables; for example, CEFR-salient characteristics for reception (Table 3.1), a contextual (Japan) branching of listening descriptors for the A level (Table 3.2), or descriptors for university study in the target language (section 3.1.3.2) that might be of interest. The “Issues” section deals with questions such as the lack of descriptors for intercultural competence and mediation, progress through the levels, and the classic question of what it means to be a “B1.”

Chapter 4 focuses on curriculum and course planning; it will be of particular interest to readers looking for guidance on how to put the descriptors into practice. Although the CEFR claims to be neutral with regard to teaching methodology, in order for language learners to perform what the descriptors describe, teachers are expected to make methodological choices that are “action-oriented” – that is, oriented to real-world communication. This action-oriented approach is defined as “language is communication, collaboration . . . language learning is for a social purpose . . . for what we need or want to do in the language . . . and involves needs analysis” (p. 107). North relies heavily on his EAQUALS (Evaluation and Accreditation of Quality Language Services) experience to illustrate how to align a curriculum with the CEFR. Many concrete examples of planning and self-assessment instruments are provided, as well as scenarios that connect the classroom to the real world. The “Issues” section distinguishes between tasks and exercises and discusses how to achieve an appropriate balance between focus on form and fluency to enhance accurate L2 learning.

Chapter 5 addresses assessment, a perpetual concern of those interested in creating a valid, transparent, coherent, and contextually sensitive assessment procedure based on the CEFR. Detailed tables are provided throughout; for example, sample assessment grids for speaking and writing incorporating the qualitative dimensions...