Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh CEFR-VN: The untold stories

In 2014, Vietnam issued the Six-level Foreign Language Proficiency Framework, a localized version of the Common European Framework of Reference for Languages (henceforth as CEFR-VN and CEFR respectively). Since its inception, the CEFR-VN has worked as a legal basis to govern the curricula and textbooks development, the instruction as well as assessment practice for foreign language education in this context. Due to its enormous influence as such, the CEFR-VN, especially its impacts on foreign language education in Vietnam, has been well-researched. To my surprise, however, no studies have ever looked at the properties of the CEFR-VN per se. This paper aims to fill this gap. To this end, I first mapped the underlying construct, construct operationalization and scale development of the CEFR-VN to those of the original CEFR. This correlation was to detect any differences between the two frameworks. Subsequently, I examined the plausibility of such changes by aligning them with the local peculiars that the CEFR-VN based on to justify those changes. Results showed that the developers of the CEFR-VN neither spelt out the underlying construct for the framework nor any local peculiars which they grounded on to substantiate their framework localization. Their removal of many original construct-representative language competences in the CEFR, their addition of construct-irrelevant competences as well as their uplift of the threshold to reach a certain level altogether distorted the quality of the CEFR-VN. These findings have useful implications for all parties involved.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

In 2014, Vietnam issued the Six-level Foreign Language Proficiency Framework, a localized version of the Common European Framework of Reference for Languages (henceforth as CEFR-VN and CEFR respectively). Since its inception, the CEFR-VN has worked as a legal basis to govern the curricula and textbooks development, the instruction as well as assessment practice for foreign language education in this context. Due to its enormous influence as such, the CEFR-VN, especially its impacts on foreign language education in Vietnam, has been well-researched. To my surprise, however, no studies have ever looked at the properties of the CEFR-VN per se. This paper aims to fill this gap. To this end, I first mapped the underlying construct, construct operationalization and scale development of the CEFR-VN to those of the original CEFR. This correlation was to detect any differences between the two frameworks. Subsequently, I examined the plausibility of such changes by aligning them with the local peculiars that the CEFR-VN based on to justify those changes. Results showed that the developers of the CEFR-VN neither spelt out the underlying construct for the framework nor any local peculiars which they grounded on to substantiate their framework localization. Their removal of many original construct-representative language competences in the CEFR, their addition of construct-irrelevant competences as well as their uplift of the threshold to reach a certain level altogether distorted the quality of the CEFR-VN. These findings have useful implications for all parties involved.

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Ms. HANG NGUYEN
Senior lecturer
,
Quang Binh University
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