Journal
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: The CEFR in Japan: A tale of two approaches in English and Japanese language teaching
Page: 85 - 92
Authors: Masashi Negishi (Tokyo University of Foreign Studies, Japan), Yukio Tono (Tokyo University of Foreign Studies, Japan)
https://doi.org/10.37546/JALTSIG.CEFR8-10
NOT YET ACTIVATED
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: This article explores the varying degrees of implementation and influence of the Common European Framework of Reference for Languages (CEFR) in Japan, focusing on a comparative analysis of its introduction to English language teaching (ELT) and Japanese language teaching (JLT). Drawing on a framework that operationalizes key CEFR concepts—the action-oriented approach, the role of social agents and proficiency levels—this study analyses curriculum documents, textbooks and assessment tools. The findings reveal a marked difference in the adoption strategies: a cautious, laissez-faire approach in ELT, and a more top-down, mandated approach in JLT. The ELT context demonstrates inconsistent alignment, with some progressive teachers and materials developers filling gaps left by national curricula, while the Japanese language education context shows a strong, albeit not yet widespread, alignment in accredited institutions. The article concludes by discussing the inherent “power” of the CEFR, not as a prescriptive standard, but as a framework that can drive reform, highlighting the need for targeted training and support to achieve broader, more uniform impact.
Keywords: CEFR, CEFR-J, English language teaching, Japanese language teaching, the action-oriented approach (AoA), social agents, proficiency levels, the power of the CEFR
Click here to download the PDF
* * * * * *
(Update March 10th, 2026 MGS)
