The Common European Framework in its political and educational context What is the Common European Framework?

2.3
Language learning and teaching
2.3.1
Such statements of learning objectives say nothing about the processes by which
learners come to be able to act in the required ways, or the processes by which they
develop/build up the competences that make the actions possible. They say nothing
about the ways in which teachers facilitate the processes of language acquisition and
learning. Yet, since it is one of the principal functions of the Framework to encourage
and enable all the different partners to the language teaching and learning processes to
inform others as transparently as possible not only of their aims and objectives but also
of the methods they use and the results actually achieved, it seems clear that the
Framework cannot confine itself to the knowledge, skills and attitudes learners will need
to develop in order to act as competent language users, but must also deal with the pro-
cesses of language acquisition and learning, as well as with the teaching methodology.
These matters are dealt with in Chapter 6.
2.3.2
The role of the Framework in respect of language acquisition, learning and teach-
ing must however be made clear once more. In accordance with the basic principles of
pluralist democracy, the Framework aims to be not only comprehensive, transparent and
coherent, but also open, dynamic and non-dogmatic. For that reason it cannot take up a
position on one side or another of current theoretical disputes on the nature of language
acquisition and its relation to language learning, nor should it embody any one particu-
lar approach to language teaching to the exclusion of all others. Its proper role is to
encourage all those involved as partners to the language learning/teaching process to
state as explicitly and transparently as possible their own theoretical basis and their prac-
tical procedures. In order to fulfil this role it sets out parameters, categories, criteria and
scales which users may draw upon and which may possibly stimulate them to consider
a wider range of options than previously or to question the previously unexamined
assumptions of the tradition in which they are working. This is not to say that such
assumptions are wrong, but only that all those responsible for planning should benefit
from a re-examination of theory and practice in which they can take into account deci-
sions other practitioners have taken in their own and, particularly, in other European
countries.
An open, ‘neutral’ framework of reference does not of course imply an absence of
policy. In providing such a framework the Council of Europe is not in any way retreating
from the principles set out in Chapter 1 above as well as in Recommendations R (82) 18
and R (98) 6 of the Committee of Ministers addressed to member governments.
Common European Framework of Reference for Languages: learning, teaching, assessment
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2.3.3
Chapters 4 and 5 are mainly concerned with the actions and competences
required of a language user/learner in respect of any one language in order to communi-
cate with other users of that language. Much of Chapter 6 relates to ways in which the
necessary abilities can be developed and how that development can be facilitated.
Chapter 7 takes a closer look at the role of tasks in language use and language learning.
However, the full implications of adopting a plurilingual and pluricultural approach
have yet to be explored. Chapter 6 therefore also examines the nature and development
of plurilingual competence. Its implications for the diversification of language teaching
and educational policies are then explored in some detail in Chapter 8.