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International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg

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Title: International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg
Language: English
Authors: Brunfaut, Tineke (ORCID 0000-0001-8018-8004), Harding, Luke (ORCID 0000-0001-9579-6571)
Source: Assessment in Education: Principles, Policy & Practice. 2020 27(2):215-231.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Language Proficiency, Standards, English (Second Language), Second Language Learning, Decision Making, Guidelines, Rating Scales, Foreign Countries, Standard Setting, Language Tests, Educational Change, Multilingualism, Second Language Instruction, International Cooperation, National Curriculum, Secondary Education, Secondary School Students
Geographic Terms: Luxembourg
DOI: 10.1080/0969594X.2019.1700213
ISSN: 0969-594X
Abstract: In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the "Épreuve Commune for English," a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg's unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1252794
Database: ERIC
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  Data: International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg
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  Data: <searchLink fieldCode="AR" term="%22Brunfaut%2C+Tineke%22">Brunfaut, Tineke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8018-8004">0000-0001-8018-8004</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harding%2C+Luke%22">Harding, Luke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9579-6571">0000-0001-9579-6571</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/0969594X.2019.1700213
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  Data: In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the "Épreuve Commune for English," a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg's unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.
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