Den gemensamma europeiska referensramen för språk: Lärande, undervisning, bedömning – ett nordiskt perspektiv
DOI:
https://doi.org/10.5617/adno.4789Keywords:
den europeiska referensramen för språk, lärande, undervisning och bedömning, Europeisk Språkportfolio, de nordiska länderna, aktuell utveckling och diskussionAbstract
Den gemensamma europeiska referensramen för språk har sedan den gavs ut av Europarådet år 2001 fått allt större inflytande vad gäller språkutbildning och bedömning, främst i Europa men även i andra delar av världen. I artikeln behandlas referensramen som sådan, liksom den europeiska språkportfolio som kan ses som en didaktisk operationalisering av dokumentet. Efter inledande bakgrundsinformation, som även innehåller ett avsnitt kring diskussioner och dilemman runt referensramen, fokuseras situationen i de nordiska länderna utifrån de tre aspekter som nämns i dokumentets titel, nämligen lärande, undervisning och bedömning. Frågor om mottagande, användning och effekter behandlas från ett såväl deskriptivt som problematiserande perspektiv, baserat på skrivna källor samt upplysningar från informanter i de nordiska länderna. I texten berörs vidare aktuell utveckling och diskussion kring referensramen.
Nyckelord: gemensam europeisk referensram för språk; lärande, undervisning och bedömning; europeisk språkportfolio; de nordiska länderna
Common European Framework of Reference for Languages: Learning, teaching, assessment - a nordic perspective
Abstract
Since its publication by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has gained increasing influence, mainly in Europe but also in other parts of the world. In the current article, the Framework of Reference is focused upon, as is the European Language Portfolio that can be seen as an educational operationalization of the document. After some initial background information, including a section on discussions and dilemmas related to the CEFR, the situation in the Nordic countries is focused upon, based on the three aspects mentioned in the title of the document, namely learning, teaching and assessment. Issues related to reception, use and effects are treated from a descriptive as well as a problematizing perspective, based on written sources and reports from informants in the different countries. Further, current developments and discussion related to the CEFR are touched upon.
Keywords: Common European Framework of Reference; learning, teaching and assessment; European Language Portfolio; Nordic countries
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