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

General competences (see section 5.1) may be developed in various ways. 
6.4.6.1
With regard to knowledge of the world, learning a new language does not
mean starting afresh. Much if not most of the knowledge that is needed can be taken
for granted. However, it is not simply a question of learning new words for old ideas,
though it is remarkable to what extent the framework of general and specific notions
proposed in the Threshold Level has proved appropriate and adequate for twenty
Users of the Framework may wish to consider and where appropriate state the place of
activities, tasks and strategies in their language learning/teaching programme.
Users of the Framework may wish to consider and where appropriate state the place of texts
(spoken and written) in their learning/teaching programme and exploitation activities: e.g.
•
according to what principles texts are selected, adapted or composed, ordered and
presented;
•
whether texts are graded;
•
whether learners are a) expected b) helped to differentiate text types and to develop
different listening and reading styles as appropriate to text type and to listen or read in
detail or for gist, for specific points, etc.
Language learning and teaching
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European languages, even from different language families. Judgement is needed in
deciding such questions as: Does the language to be taught or tested involve a knowl-
edge of the world which in fact is beyond the learners’ state of maturation, or outside
their adult experience? If so, it cannot be taken for granted. The problem should not be
avoided; in the case of the use of a non-native language as the medium of instruction in
schools or universities (and indeed in mother tongue education itself) both the subject
content and the language used are new. In the past many language textbooks, such as
the Orbis pictus of the celebrated 17th century Czech educationist Comenius, have
attempted to structure language learning in a way explicitly designed to give young
people a structured world-view.
6.4.6.2
The position with regard to sociocultural knowledge and intercultural skills
development is somewhat different. In some respects European peoples appear to share
a common culture. In other respects there is considerable diversity, not simply between
one nation and another but also between regions, classes, ethnic communities, genders
and so on. Careful consideration has to be given to the representation of the target
culture and the choice of the social group or groups to be focused on. Is there any place
for the picturesque, generally archaic, folkloristic stereotypes of the sort found in chil-
dren’s picture books (Dutch clogs and windmills, English thatched cottages with roses
round the door)? They capture the imagination and can be motivating particularly for
younger children. They often correspond in some ways to the self-image of the country
concerned and are preserved and promoted in festivals. If so, they can be presented in
that light. They bear very little relation to the everyday lives of the vast majority of the
population. A balance has to be struck in the light of the over-arching educational goal
of developing the learners’ pluricultural competence.
6.4.6.3
How then should the general, non-language-specific competences be treated in
language courses?
a)
assumed to exist already, or be developed elsewhere (e.g. in other curricular subjects
conducted in L1) sufficiently to be taken for granted in L2 teaching;
b)
treated ad hoc as and when problems arise;
c)
by selecting or constructing texts that illustrate new areas and items of knowledge
d) by special courses or textbooks dealing with area studies (Landeskunde, civilisation,
etc.) i) in L1, ii) in L2;
e)
through an intercultural component designed to raise awareness of the relevant
experiential, cognitive and sociocultural backgrounds of learners and native speak-
ers respectively;
f)
through role-play and simulations;
g)
through subject teaching using L2 as the medium of instruction;
h)
through direct contact with native speakers and authentic texts.
6.4.6.4
With regard to existential competence, the learner’s personality features, motiva-
tions, attitudes, beliefs, etc. (see section 5.1.3) may be:
Common European Framework of Reference for Languages: learning, teaching, assessment
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a)
ignored as the learner’s personal concern
b)
taken into account in planning and monitoring the learning process
c)
included as an objective of the learning programme
6.4.6.5
With regard to ability to learn, learners may (be expected/required to) develop
their study skills and heuristic skills and their acceptance of responsibility for their own learn-
ing (see section 5.1.4): 
a)
simply as ‘spin-off’ from language learning and teaching, without any special plan-
ning or provision;
b)
by progressively transferring responsibility for learning from the teacher to the
pupils/students and encouraging them to reflect on their learning and to share this
experience with other learners;
c)
by systematically raising the learners’ awareness of the learning/teaching processes
in which they are participating;
d)
by engaging learners as participants in experimentation with different methodolog-
ical options;
e)
by getting learners to recognise their own cognitive style and to develop their own
learning strategies accordingly.
6.4.7
The development of the learner’s