Waldek Martyniuk José Noijons Language Policy Forum 2007 The use of the CEFR at national level in the member states of the Council of Europe Waldek Martyniuk José Noijons Language Policy Forum 2007

1. Introduction Purpose of the surveys Preliminary survey: use of the CEFR at institutional level Main survey: use of the CEFR at national level

2. Survey on the use of the CEFR at institutional level May 2005: 111 respondents from 37 European states, Egypt and Mexico Types of institutions: Higher education (39); Central authority (29); Teacher training centre (18); Teacher education/Teacher college (18); Examination provider (16); Language school/centre (14); Adult education (12); Other: Further education, publisher, primary or secondary school, cultural agency/centre (28)

3. 2005 Survey results Best known/most frequently used: the common reference levels - the scales of illustrative descriptors, the global scale and the self assessment grid The usefulness of the CEFR rated at 2,44 on a 0-3 scale The CEFR most useful in the domains of testing /assessment /certification (2,70 on a 0-3 scale) and curriculum/ syllabus development (2,66 on a 0-3 scale) Institutionally, the CEFR most useful for examination providers (2,88 on a 0-3 scale)

4. Survey on the use of the CEFR at national level (2006) Questionnaire (1) Translations Reference in official documents Usefulness in the context of: Curriculum development Teacher education/training Testing and assessment

5. Questionnaire (2) Examples of use Problems encountered Solutions adopted Future plans Needs for further developments

6. Questionnaire (3) Ranking of needs Summary of impact Usefulness of related documents

7. General outcomes Responses from 30 member states 36 language versions of the CEFR Frequent reference to the CEFR in a wide variety of national documents High usefulness in all the contexts ELP related documents most useful Significant impact on language education

8. Specific use of the CEFR (1) Curriculum development Varying impact Need for further dissemination, guidance and training Need to develop additional level specifications, descriptors and scales Need or plans to relate curricula and/or textbooks to the CEFR

9. Specific use of the CEFR (2) Teacher education/training Wide spectrum of use Useful for defining proficiency of teachers Need for more dissemination, guidance and training Need for co-operation at international level

10. Specific use of the CEFR (3) Testing and assessment Support for a common reference CEFR-based examinations attempted in most countries Complexity of relating tests to the CEFR levels Need for more guidance and training

11. Specific use of the CEFR (4) Other contexts Development of CEFR-based course books and materials

12. Summary Useful reference tool Significant impact Need for a reader-friendly summary Full potential not yet realised - need for further dissemination, mediation, guidance and training

13. Group Work I: needs related to the use of the CEFR (1) Using the list of needs derived mostly from the responses to the survey please discuss and state: which of the needs you can identify with which other needs you would wish to be added to the list how you would prioritise the needs, ranking them from 3 = most urgent, to 1 = less urgent

14. Group Work I: needs related to the use of the CEFR (2) Development of: additional elements of the CEFR: No. 1,2 tools for mediating the CEFR: No. 3, 4(7), 5, 6, 8, 9(8), 12(11), 13(18) CEFR-based materials: No. 5, 15(10) Training: No. 10(9), 14 Planning and decision making: No. 11(14), (15) Action: No. 7, 16(12), 17(13) International co-operation: No. 7, 18(16), 19(17), 20(19), (20)