IMPACT AREAS OF

CEFR IN MALAYSIA
GROUP 3

Before 1989, language

teachers in Central and
Eastern Europe were
influenced by a traditional
approach to teaching.
The teacher was the
authority responsible for
selecting the correct
answers, conducting,
guiding and controlling the
students behaviour in the
target language.
The goal of the lesson was
mostly a linguistic item,
explained by the teacher
and compared to the

BACKGROUN
D OF CEFR

The CEFR describes language

use and learning as
competence-based, giving an
insight into the range of
different competencies
involved in learning.
The CEFR set out the range of
options for learning
objectives, about syllabus
design, classroom
methodology and testing.
At the heart of the CEFR are
the Common Reference
Levels (the global scale) with
a broad description of what a
user of a language can do
ranging from basic A1- A2
through independent B1 - B2
to proficient C1 - C2. They

BACKGROUN
D OF CEFR

To make it easier for

practitioners to tell each
other and their clientele
what they wish to help
learners to achieve and
how they attempt to do
so.
(Council of Europe 2001)

2013 EU study of 6
member states
majority implemented
the CEFR in tests or
examinations and
display learning
outcomes as CEFR
levels.

CEFR AND
WORLD
IMPACT

A. Provide a common basic for the explicit

description of language learning and assessment:
objectives, content and methods. ( )
B. Help promote international co-operation in the
field of modern language. ( )
C. Facilitate the mutual recognition of qualification
gained in different learning contexts. ( )
D. Raise learner awareness of goals, their present
state of knowledge, their skills profile and their
ability to self-set worthwhile objectives. ( )
E. Assist course planner in developing programmes
and selecting materials that take account of
learners prior knowledge. ( )
F. Assist in the development of assessment criteria
expressed in terms of positive achievement. ( )
G. Promote understanding of pluralingualism rather
than multilingualism as the goal of modern
language eduaction. ( )
H. Help establish a developing consescus as to
principles underpinning effective methods of
communicative teaching ( )

IMPACT
AREAS OF
CEFR IN
MALAYSIA

A. Provide a common basic for the explicit

description of language learning and assessment:
objectives, content and methods. ( 1 )
B. Help promote international co-operation in the
field of modern language. (8)
C. Facilitate the mutual recognition of qualification
gained in different learning contexts. (4 )
D. Raise learner awareness of goals, their present
state of knowledge, their skills profile and their
ability to self-set worthwhile objectives. (2 )
E. Assist course planner in developing programmes
and selecting materials that take account of
learners prior knowledge. (3)
F. Assist in the development of assessment criteria
expressed in terms of positive achievement. (6)
G. Promote understanding of pluralingualism rather
than multilingualism as the goal of modern
language eduaction. (7)
H. Help establish a developing consescus as to
principles underpinning effective methods of
communicative teaching (5 )

IMPACT
AREAS OF
CEFR IN
MALAYSIA

What [the CEFR] can do is to

stand as a central point of
reference, itself always open to
amendment and further
development, in an interactive
international system of cooperating institutions ... whose
cumulative experience and
expertise produces a solid
structure of knowledge,
understanding and practice
shared by all.
John Trim (Green in press 2011:xi)

OUR HOPE

Teachers able to decide

whether particular
language points are
relevant for a specific
purpose, learner group
and CEFR level

OUR HOPE

Teacher able to identify

suitable language
points for a specific
purpose, learner group
and CEFR level.

OUR HOPE

Teacher can help in

obtaining authentic
learner language to
illustrate language
points at a specific
CEFR level

OUR HOPE

Teacher can assist

students in gaining a
deeper understanding
of language points
within and across CEFR
levels

OUR HOPE

THANK
YOU