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: 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: 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: “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)
