International language proficiency standards in the local context: Interpreting the CEFR in standard setting for exam reform in Luxembourg

ABSTRACT

In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.

KEYWORDS:

• Standard setting
• CEFR
• language testing

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Note that in 2018 a Companion Volume was published by the Council of Europe, filling gaps in the original scales, adding new scales/descriptors for e.g. mediation, phonological control, sign languages, young learners, and removing reference to the ‘native speaker’ as a reference point.

2. Note that this test was implemented as only one among a range of classroom-based assessments which contributed towards a learner’s end-of-year mark. The Épreuve Commune for English is therefore a low-stakes test for the individual learner (https://portal.education.lu/epreuvescommunes/Home.aspx).

3. The testing of speaking remained part of teacher-based classroom assessment.

4. Note that benchmark scripts for writing, which is marked by teachers using an analytic rating scale developed by the TDE team, were determined on a different occasion.

Additional information

Notes on contributors

Tineke Brunfaut

Tineke Brunfaut is a Professor in Linguistics and English Language at Lancaster University. Her main research interests are language testing, and reading and listening in a second or foreign language. She also regularly conducts language test development and consultancy work for professional and educational bodies around the world.

Luke Harding

Luke Harding is a Professor in Linguistics and English Language at Lancaster University. His research interests are in language testing, particularly in the areas of listening assessment, pronunciation and intelligibility, assessor decision-making, assessment literacy and the challenges of World Englishes and English as a Lingua Franca for language testing and teaching.