Introduction to Part 4

Chapters in this book

1. Frontmatter i
2. Contents v
3. Acknowledgements vii
4. Contributors ix
5. Introduction xv
6. Part 1: The Common European Framework of Reference for Languages: Past, Present and Future
7. Introduction to Part 1 1
8. 1 The Impact of the CEFR in Japan 10
9. 2 ACTFL and CEFR: Relationships, Influences and Looking Forward 23
10. 3 The CEFR Companion Volume Project: What Has Been Achieved 34
11. Part 2: The Action-oriented Approach: A Change of Paradigm?
12. Introduction to Part 2 47
13. 4 The Action-oriented Approach and Language Testing: A Critical View 53
14. 5 The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain 64
15. 6 Action-oriented Plurilingual Mediation: A Search for Fluid Foundations 78
16. Part 3: Plurilingualism, Plurilingual Education and Mediation
17. Introduction to Part 3 93
18. 7 A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education 101
19. 8 Some Thoughts about the Testing of Mediation 113
20. 9 Implementing Plurilingual Education: The Experience of an Irish Primary School 122
21. Part 4: Descriptors, Scales and Constructive Alignment
22. Introduction to Part 4 137
23. 10 Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points 144
24. 11 Commonality versus Localization in Curricula 159
25. 12 The CEFR Companion Volume and Mediation: An Assessment Perspective 171
26. Part 5: Afterword
27. 13 Making the CEFR Work: Considerations for a Future Roadmap 185
28. Index 203