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Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond (#6)
EnglishProfile Studies by Cambridge Assessment English | #6
Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond
ISBN: 9781316638231
Course: EnglishProfile Studies by Cambridge Assessment English
Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond (#6)
EnglishProfile Studies by Cambridge Assessment English Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond (#6) Media > Books > Non-Fiction > Education Books Expect Delays of Up to 6 Weeks
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ISBN
9781316638231 (10-digit ISBN: 1316638235)
- Description
- Series Description
This edited volume deals with some of the salient issues to be considered when using the Common European Framework of Reference for Languages (CEFR). There has been little critical and constructive assessment of CEFR-informed pedagogical practices in Japan and beyond. Instead, policy issues have been dominant. The volume focuses on the implementation of the CEFR in language education institutions, and stresses that the CEFR and its 'Can Do' statements must be adapted and changed to suit the specific context they serve. This work is complementary to English Profile Studies volume 4 (North 2014), which provides examples of the implementation of the CEFR, with a focus on misconceptions of the CEFR and how these could be addressed, by offering in-depth case studies. For a full description of processes it is necessary to unfold the complexity of language policy and then gain focus by concentrating mainly on the institutional levels.
The English Profile Studies series publishes volumes which explore aspects of the CEFR, English language learning and teaching, and any research which contributes to our understanding of the way learners progress through the six levels of the CEFR. This includes specific case-studies as well as more general explorations of the CEFR, its use/impact, and ways of building on the Framework. The series also presents findings from English Profile research and other related projects, and is designed to be of interest to a wide range of users including teachers, curriculum designers and educational policy-makers, as well as language test developers, academic lecturers and researchers.
The series is jointly produced by Cambridge English Language Assessment and Cambridge University Press.
The series is jointly produced by Cambridge English Language Assessment and Cambridge University Press.
This edited volume deals with some of the salient issues to be considered when using the Common European Framework of Reference for Languages (CEFR). There has been little critical and constructive assessment of CEFR-informed pedagogical practices in Japan and beyond. Instead, policy issues have been dominant. The volume focuses on the implementation of the CEFR in language education institutions, and stresses that the CEFR and its 'Can Do' statements must be adapted and changed to suit the specific context they serve. This work is complementary to English Profile Studies volume 4 (North 2014), which provides examples of the implementation of the CEFR, with a focus on misconceptions of the CEFR and how these could be addressed, by offering in-depth case studies. For a full description of processes it is necessary to unfold the complexity of language policy and then gain focus by concentrating mainly on the institutional levels.
The series is jointly produced by Cambridge English Language Assessment and Cambridge University Press.
Series Description
The English Profile Studies series publishes volumes which explore aspects of the CEFR, English language learning and teaching, and any research which contributes to our understanding of the way learners progress through the six levels of the CEFR. This includes specific case-studies as well as more general explorations of the CEFR, its use/impact, and ways of building on the Framework. The series also presents findings from English Profile research and other related projects, and is designed to be of interest to a wide range of users including teachers, curriculum designers and educational policy-makers, as well as language test developers, academic lecturers and researchers.The series is jointly produced by Cambridge English Language Assessment and Cambridge University Press.
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