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

4
Language use and the language user/learner
Following the first three introductory and explanatory chapters, Chapters 4 and 5 now
present a fairly detailed scheme of categories for the description of language use and the
language user. In accordance with the action-oriented approach taken, it is assumed that
the language learner is in the process of becoming a language user, so that the same set
of categories will apply. There is, however, an important modification which must be
made. The learner of a second or foreign language and culture does not cease to be com-
petent in his or her mother tongue and the associated culture. Nor is the new compe-
tence kept entirely separate from the old. The learner does not simply acquire two
distinct, unrelated ways of acting and communicating. The language learner becomes
plurilingual and develops interculturality. The linguistic and cultural competences in
respect of each language are modified by knowledge of the other and contribute to inter-
cultural awareness, skills and know-how. They enable the individual to develop an
enriched, more complex personality and an enhanced capacity for further language
learning and greater openness to new cultural experiences. Learners are also enabled to
mediate, through interpretation and translation, between speakers of the two languages
concerned who cannot communicate directly. A place is of course given to these activ-
ities (section 4.4.4) and competences (sections 5.1.1.3, 5.1.2.2 and 5.1.4), which differen-
tiate the language learner from the monolingual native speaker.
Question boxes. Readers will see that from this point on, each section is followed by a
box in which the Framework user is invited: ‘to consider and where appropriate state’ the
answers to one or more questions that follow. The alternatives in the phrase ‘need/be
equipped/be required’ relate to learning, teaching and assessment respectively. The
content of the box is phrased as an invitation rather than as an instruction in order to
emphasise the non-directive character of the Framework enterprise. If a user decides that
a whole area is not of concern, there is no need to consider each section within that area
in detail. In most cases, however, we expect that the Framework user will reflect on the
question posed in each box and take a decision one way or another. If the decision taken
is of significance, it can be formulated using the categories and examples supplied, sup-
plemented as may be found necessary for the purpose in hand.
The analysis of language use and the language user contained in Chapter 4 is funda-
mental to the use of the Framework, since it offers a structure of parameters and categor-
ies which should enable all those involved in language learning, teaching and assessment
to consider and state in concrete terms and in whatever degree of detail they wish, what
they expect the learners towards whom they undertake responsibilities to be able to do
with a language, and what they should know in order to be able to act. Its aim is to be
comprehensive in its coverage, but not of course exhaustive. Course designers, textbook
43

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writers, teachers and examiners will have to make very detailed concrete decisions on
the content of texts, exercises, activities, tests, etc. This process can never be reduced
simply to choosing from a pre-determined menu. That level of decision must, and should,
be in the hands of the practitioners concerned, calling on their judgement and creativ-
ity. They should, however, find represented here all the major aspects of language use and
competence they need to take into consideration. The overall structure of Chapter 4 is
thus a kind of checklist and for this reason is presented at the beginning of the chapter.
Users are recommended to familiarise themselves with this overall structure and to refer
to it when asking themselves such questions as:
•
Can I predict the domains in which my learners will operate and the situations which
they will have to deal with? If so, what roles will they have to play?
•
What sort of people will they have to deal with?
•
What will be their personal or professional relations in what institutional frameworks?
•
What objects will they need to refer to?
•
What tasks will they have to accomplish?
•
What themes will they need to handle?
•
Will they have to speak, or simply listen and read with understanding?
•
What sort of things will they be listening to or reading?
•
Under what conditions will they have to act?
•
What knowledge of the world or of another culture will they need to call on?
•
What skills will they need to have developed? How can they still be themselves
without being misinterpreted?
•
For how much of this can I take responsibility?
•
If I cannot predict the situations in which the learners will use the language, how can
I best prepare them to use the language for communication without over-training
them for situations that may never arise?
•
What can I give them that will be of lasting value, in whatever different ways their
careers may later diverge?
•
How can language learning best contribute to their personal and cultural develop-
ment as responsible citizens in a pluralist democratic society?
Clearly, the Framework cannot give the answers to these questions. Indeed, it is precisely
because the answers depend entirely upon a full appreciation of the learning/teaching
situation and above all upon the needs, motivations, characteristics and resources of the
learners and other parties concerned that the diversification of provision is necessary.
The role of the following chapters is to articulate the problem in such a way that the
issues can be considered and if need be debated in a transparent and rational way and
the decisions communicated to all those affected in a clear and concrete manner.
Where possible, reference is made at the end of each section to relevant items in the
General Bibliography for further reading.