CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Implementation and impact of the CEFR in Costa Rica’s foreign language education system
Page: 93 - 104
Authors: Ana C. González-Ramírez (University of Costa Rica, Costa Rica), Walter Araya-Garita (University of Costa Rica, Costa Rica)
https://doi.org/10.37546/JALTSIG.CEFR8-11
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 implementation of the Common European Framework of Reference for Languages (CEFR; Council of Europe [CoE] 2001) and its impact on Costa Rica’s syllabus reform of the foreign language education system. Since its official adoption by MEP (Ministry of Public Education of Costa Rica) in 2016, the CEFR has guided curriculum reforms, shifting from traditional content-based teaching—focused on grammar and vocabulary—to a student-centered, communicative approach. Findings highlight improvements in students’ proficiency levels and teacher professional training, though challenges remain, such as unequal resource distribution and lesson-time constraints. The article underscores the need for systematic teacher training, ongoing policy adjustments, and implementation in higher education. Recommendations include increasing lesson time and data-driven resource allocation to enhance language education reach, particularly in underserved regions.
Keywords: CEFR, Costa Rica, English language learning, bilingual education, language testing
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(Update March 22nd, 2026 MGS)
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
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
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Rethinking modern language education in the Netherlands: The CEFR as a compass for national targets
Page: 75 - 84
Authors: Daniela Fasoglio (Netherlands Institute for Curriculum Development (SLO), Netherlands)
https://doi.org/10.37546/JALTSIG.CEFR8-9
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: The Netherlands has been engaged in an ongoing debate about the need for curriculum reform. In 2021, the Dutch Ministry of Education commissioned the Netherlands Institute for Curriculum Development (SLO) to review national learning objectives, focusing on three key educational domains: qualification, socialization, and subjectification (Biesta 2020). One of the main challenges for modern language education lies in integrating the Common European Framework of Reference for Languages (CEFR) into the national learning targets while ensuring alignment with broader curriculum principles. A preliminary study (Fasoglio and Tammenga 2021) explored several scenarios based on quality criteria such as equity, horizontal and vertical alignment, and curricular coherence. A subsequent case study involving language teachers applied the methodology outlined in Aligning Language Education with the CEFR (British Council et al. 2022) to identify attainable proficiency levels for upper secondary education. As the process moves beyond the design phase, maintaining curriculum quality remains a key priority and depends on close collaboration among curriculum developers, school leaders, teachers, educational publishers, and test developers. Ensuring alignment between learning goals, pedagogy, and assessment is essential (Biggs and Tang 2011). Assessment, in particular, should promote coherence between the CEFR’s vision of language learning and use and the goals of the national curriculum.
Keywords: curriculum reform, CEFR, modern language education, curriculum alignment, assessment
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: The alignment process as good practice in Italy for linking learning and assessment: A case study
Page: 67 - 74
Authors: Sabrina Machetti (University for Foreigners of Siena, Italy), Giulia Peri (University for Foreigners of Siena, Italy)
https://doi.org/10.37546/JALTSIG.CEFR8-8
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: Since the publication of the CEFR Companion Volume (CEFR/CV) (Council of Europe [CoE] 2020), research on aligning proficiency tests with new mediation descriptors remains scarce in Italy. However, the four Italian language certifying bodies (CLIQ Consortium), are developing projects that emphasize mediation in L2 Italian teaching and assessment. One such initiative, “Je le sais faire en Italien”, is currently being piloted in high schools in Marseille and Aix-en-Provence in collaboration with the French Ministry of Education. Building on this project, this study presents the initial findings on aligning mediation descriptors with CILS exams (Certification of Italian as a Foreign Language) at A2 and B1 levels. These exams are aimed at foreign students studying Italian in school contexts, in Italy and abroad. This study analyses data collected to gather evidence on assessment impact (Saville and Khalifa 2017). Notably in some Italian high schools abroad, this approach has positively influenced syllabi, aligning with the principles of learning-oriented assessment (Purpura and Turner 2018) principles.
Keywords: mediation, L2 Italian, proficiency test, learning-oriented assessment, CILS exams
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: “Every teacher was an island”: Teacher perceptions of a CEFR alignment project to implement a standardized approach to assessment
Page: 55 - 66
Authors: Carolyn Westbrook (British Council, Great Britain), Aidan Holland (British Council, Great Britain)
https://doi.org/10.37546/JALTSIG.CEFR8-7
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: Implementing fair and valid assessment is a fundamental part of a teacher’s job as assessments enable learners to demonstrate progress as well as highlighting strengths and weaknesses (Rahman 2018). Results should be reported in an accessible way so learners and other stakeholders understand the outcomes and learners’ progress. This article reports on a collaboration between assessment researchers and teachers to standardize the approach to assessment in a global secondary language programme. Teaching materials were mapped to the CEFR, standardized set-up notes were created for assessment tasks, assessment tools and training were developed, and teachers implemented the approach in a practical way. Feedback showed the system improved objectivity and clarity in assessment, though challenges around feasibility and alignment with the CEFR Companion Volume (CEFR/CV) (Council of Europe [CoE] 2020) remained.
Keywords: CEFR alignment, classroom-based language assessment, teacher assessment, teacher researcher collaboration, standardized approach to assessment
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Making it work: On the alignment of work-oriented writing tasks with the CEFR
Page: 46 - 54
Authors: Sibylle Plassmann (telc GmbH, Germany)
https://doi.org/10.37546/JALTSIG.CEFR8-6
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 challenges and solutions involved in aligning workplace-oriented writing tasks with the Common European Framework of Reference for Languages (CEFR) within the context of the German Tests for Work (Deutsch-Tests für den Beruf, DTB) at levels A2, B1, B2, and C1. Developed by telc gGmbH for the German Federal Ministry of Labour and Social Affairs, these standardized exams serve as final assessments in vocational language courses. The article details the process of defining learning objectives based on authentic workplace communication needs and the adaptation of CEFR descriptors to fit vocational contexts. It discusses the design of writing tasks that reflect real-world professional communication—emphasizing brevity, appropriateness, and mediation—and the establishment of rating criteria tailored to workplace requirements. The article also examines the standard-setting process, including expert workshops and calibration, and presents findings from a 2024 re-rating study that demonstrate improved alignment and fairness in assessment outcomes. The case study concludes with reflections on CEFR alignment in vocational language assessment, highlighting the need for ongoing standard validation, authentic task formats, and continuous rater training to ensure valid and reliable certification of workplace language competence.
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: CEFR alignment: Combining the best of different methods
Page: 37- 45
Authors: Paraskevi (Voula) Kanistra (Trinity College London, United Kingdom), Jayanti Banerjee (Worden Consulting, United States of America)
https://doi.org/10.37546/JALTSIG.CEFR8-5
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: The alignment of language assessments to the Common European Framework of Reference for Languages (CEFR) is traditionally a complex and lengthy process. Test developers either create a test first and align it to the CEFR post-development, or they integrate CEFR standards from the outset. Both methods necessitate strict adherence to a “series of well-established and largely sequential steps” (British Council et al. 2022: 13). This article introduces a transformative shift in this traditional paradigm by adapting existing standard-setting techniques and leveraging modern tools to streamline alignment procedures. Three standard-setting methods, the Dominant Profile Judgement method, the Item Descriptor Matching method, and the Body-of-Work method, were amalgamated to structure and inform a principled approach to content creation and standard-setting preparation. The ISE Digital writing module will be used to demonstrate how this process expedited panellist alignment and contributed to panellist agreement, both within and between panels.
Keywords: CEFR, ISE Digital, multi-method standard setting, virtual standard setting, Unified Alignment and Test Development (UATD) approach, Dominant Profile Judgement method, Item Descriptor (ID) Matching method, Body-of-Work method
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: The CEFR in Cuba: Alignment endeavours for English certification in Cuban higher education
Page: 28 - 36
Authors: Claudia Harsch (University of Bremen), Yoan Martínez Márquez (University of Informatics Sciences, Cuba)
https://doi.org/10.37546/JALTSIG.CEFR8-4
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: We report CEFR alignment endeavours for the certification of English in Cuban higher education. In 2015, the Ministry of Higher Education (MES) introduced a new language policy, employing the CEFR as a proficiency framework, and setting CEFR level B1 as the exit standard. The MES wanted to introduce a CEFR-aligned certification system to teach and assess students’ English proficiency in order to achieve international recognition. We present achievements and outcomes from the project’s first phase, which encompassed a) familiarization and training for 42 representatives of all HE language centres in Cuba, b) developing test specifications and tasks by the trained representatives, c) piloting the tasks on a small scale, followed by d) standardization and benchmarking of local examples. All available information has been reported in a local handbook, and all data have been compiled in a database to support the piloting and the formal standard setting, which will be conducted in the second project phase, recently confirmed by the MES.
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Designing and validating an intertextual reading-into-writing summary task: A CEFR aligned approach using the 2022 Handbook
Page: 18 - 27
Authors: Nathaniel Owen (Oxford University Press, Great Britain), Oliver Bigland (Oxford University Press, Great Britain)
https://doi.org/10.37546/JALTSIG.CEFR8-3
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 reports on the design, development and CEFR-alignment of an innovative intertextual reading-into-writing summary task for the Oxford Test of English Advanced, targeting CEFR levels B2-C1. The summary task requires test takers to read two texts on the same topic (300 words total) and synthesize information into a 100-word summary. The study utilized the 2022 Aligning language education with the CEFR: A handbook (Handbook) to inform methodological decisionmaking throughout the development and alignment process, adopting an examinee-centred approach to validation. Data from a CEFR alignment panel (n = 7) and a larger-scale pilot study (n = 215) were analysed using many-facet Rasch measurement to investigate task performance, assessor reliability, and concurrent validity with a traditional essay task. Results indicate strong reliability (ICC = .87), equivalent to a traditional essay writing task, and demonstrate the task’s effectiveness in distinguishing B2 from C1-level performances. The study provides evidence for the utility of the 2022 Handbook in guiding CEFR alignment methodology and provides evidence that summary writing tasks are a viable alternative to traditional essay writing assessments in high-stakes contexts.
Keywords: CEFR alignment, summary writing, integrated skills, reading-into-writing, mediation, Handbook 2022
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Some concluding reflections
Page: 105 - 106
Authors: David Little (Trinity College Dublin), Neus Figueras (University of Barcelona), Lynda Taylor (University of Bedfordshire)
https://doi.org/10.37546/JALTSIG.CEFR8-12
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: From the beginning, the editorial group that prepared Aligning language education with the CEFR: A handbook (British Council et al. 2022) anticipated that the experience of use would quickly reveal a need for revision and further elaboration. That was one of the chief motivations for organizing the 2024 Barcelona conference. As we explained in our introduction, the articles in this special issue began life as presentations at that conference, and some of them report on alignment projects that made use of the Handbook. On the basis of the feedback, both explicit and implied, provided by our authors, it seems to us that the following issues need to be addressed when planning CEFR alignment projects and preparing a revised edition of the Handbook.
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(Update March 10th, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Aligning Certit’s written proficiency tests with CEFR standards
Page: 9 - 17
Authors: Diego Cortés Velásquez (Università degli Studi Roma Tre, Italy), Elena Nuzzo (Università degli Studi Roma Tre, Italy)
https://doi.org/10.37546/JALTSIG.CEFR8-2
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 reports on a partial but significant step in the alignment of Certit (the certification of Italian as a second language developed at Roma Tre University) with the Common European Framework of Reference for Languages (CEFR). Focusing on the written proficiency test, the study describes an institutional process aimed at enhancing the test’s construct validity and transparency through reference to the CEFR’s action-oriented approach. Following the procedures outlined in the CEFR Alignment Handbook (British Council et al. 2022), a familiarization phase was conducted between March and November 2022 with the team of test designers to consolidate their shared understanding of the CEFR construct of task. This was followed by a systematic review of writing prompts, whose alignment with CEFR principles was analyzed and discussed collaboratively. The outcomes of this process include the refinement of prompt design and the identification of key task features. While representing a limited stage in a broader alignment effort, the process has fostered professional awareness, improved test documentation, and established the foundations for ongoing, evidence-based validation of Certit’s writing component.
Keywords: CEFR alignment; language assessment; task; construct validity; Certit; writing proficiency; familiarization phase; action-oriented approach
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: Guest Editorial
Page: 5 - 8
Authors: David Little (Trinity College Dublin), Neus Figueras (University of Barcelona), Lynda Taylor (University of Bedfordshire),
https://doi.org/10.37546/JALTSIG.CEFR8-1
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: The ten articles published in this special issue of the CEFR Journal are based on papers given at the conference Responding to the CEFR Alignment Handbook: Sharing experience of alignment activities and reflecting on lessons learned, hosted by the GREDA Research Group on Education, Didactics and Learning at Blanquerna—Universitat Ramon Llull, Barcelona in October 2024 (for a report on the conference, see Figueras et al. 2025).
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(Update March 22nd, 2026 MGS)
CEFR Journal - Research and Practice - Volume 2 (June 2020)
