Speakers

Topic:

The Imperative of CEFR Adoption for Benchmarking TEFL in Indonesia: Lessons from Southeast Asia  

Abstract:

The Common European Framework of Reference (CEFR) has emerged as a globally recognized standard for assessing language proficiency, yet its adoption in Indonesia’s English Language Teaching (ELT) sector remains limited compared to neighboring Southeast Asian nations like Malaysia, Thailand, and Vietnam. While CEFR is utilized for European languages in Indonesian universities, ELT professionals predominantly rely on TOEFL and IELTS, which, though prestigious, are misaligned with the communicative and pedagogical demands of classroom teaching. This presentation argues for CEFR’s integration into Indonesia’s TEFL ecosystem to address systemic proficiency gaps among educators. Current data suggest that many Indonesian English teachers operate at B1-B2 levels (lower intermediate), struggling with fluency and classroom language use, often resorting to L1. This contrasts with Malaysia’s B2 average and Vietnam’s efforts to institutionalize CEFR benchmarks. Drawing on regional case studies, the presentation proposes actionable steps: (1) Top-tier teacher education institutions should mandate CEFR B2 as a graduation benchmark; (2) Universities should collaborate to design a CEFR-aligned proficiency test combining General and Pedagogical Language Proficiency; (3) ELT associations like TEFLIN must advocate for CEFR over TOEFL/IELTS, which prioritize academic English over classroom needs. By adopting CEFR, Indonesia can standardize teacher competency, enhance classroom communication, and align with regional best practices. This shift requires policy reform, institutional collaboration, and professional advocacy—a transformative step toward elevating Indonesia’s ELT quality. The presentation invites stakeholders to explore CEFR’s potential as an equitable, context-sensitive framework for Indonesia’s multilingual education landscape.

中文摘要:

《歐洲語言共同參考架構》（CEFR）已成為國際間廣泛認可的語言能力評量標準，然而，相較於馬來西亞、泰國與越南等東南亞鄰國，印尼在英語教學（ELT）領域的採用程度仍相對有限。目前雖有部分印尼大學在歐洲語言課程中導入CEFR，但英語教學專業工作者多仍依賴TOEFL與IELTS作為語言能力的指標。儘管這兩項測驗具備國際聲譽，但它們與課堂教學所需的溝通導向與教學語言能力並不完全契合。本次演講主張，應將CEFR更全面地納入印尼的英語作為外語教學（TEFL）體系，以回應教師語言能力普遍不足的結構性問題。相關研究數據顯示，許多印尼英語教師目前僅達B1至B2的語言水準，在英語流暢度與課堂英語運用方面皆有困難，經常回歸使用母語授課。這樣的狀況與馬來西亞教師平均達B2水準，以及越南積極將CEFR制度化的做法形成鮮明對比。

本演講藉由區域案例的分析，提出三項具體可行的行動建議：（1）頂尖師資培育機構應將CEFR B2訂為師資生的畢業標準；（2）各大學應共同合作，設計一套結合「一般語言能力」與「教學語言能力」的CEFR對應測驗；（3）如TEFLIN等英語教學專業協會，應積極倡導以CEFR取代偏重學術導向的TOEFL與IELTS，使語言評量更貼近實際教學需求。透過CEFR的導入，印尼不僅能建立一致的教師能力標準，提升教學互動的語言品質，也能與區域最佳實踐對齊。然而，這樣的轉變需仰賴政策層面的改革、機構間的協作以及專業社群的共同倡議。這是一項具有變革性的契機，有助於提升印尼英語教學的整體品質。最後，本演講也誠摯邀請教育現場的實務工作者與政策規劃者，共同思考CEFR作為一個公平、具情境適切性的語言能力框架，在印尼多語教育體系中的潛力與應用可能性。

最後，我將展望未來，強調建構「與本地化 CEFR 相對應」的系統性實證資料之必要性，並提出可能的建構架構與實施策略，協助我們更有效評估並強化語言學習成效。

Topic:

Aligning for Excellence: The CEFR’s Influence on Malaysian Educational Policy

Abstract:

The CEFR’s (Common European Framework of Reference for Languages) adoption has significantly reshaped policy reforms in Malaysia’s education system. This presentation examines how the CEFR, aligned with the Malaysian Education Blueprint (2013–2025), serves as a catalyst for enhancing English language education nationwide. By providing a clear, international benchmark for language proficiency, the CEFR prompted comprehensive reforms in curriculum design, teaching methodologies, and assessment practices across educational levels. These reforms include the implementation of CEFR-aligned curricula, standardized assessments for student progress, and extensive teacher training programs. The CEFR’s influence extends to textbook selection, with foreign textbooks introduced to meet its standards, raising opportunities and concerns. This presentation will explore the three phases of implementation: strengthening teacher proficiency, aligning curricula and assessments, and ongoing system evaluation. Ultimately, the CEFR drives continuous improvement, ensuring Malaysian graduates are communicatively competent and globally competitive in the 21st century.

中文摘要:

CEFR（歐洲語言學習教學評量共同參考架構）的引進，深刻重塑了馬來西亞教育體系的政策改革方向。本場發表旨在探討CEFR如何與《馬來西亞教育藍圖（2013–2025）》相互呼應，成為提升全國英語教育品質的重要推力。作為一套明確且具國際公信力的語言能力參照標準，CEFR引導課程設計、教學方法及評量制度進行全面革新，涵蓋各級教育層面。具體措施包括導入與CEFR對應的新課綱、制定學生學習進程的標準化評量工具，以及規模龐大的英語教師培訓計畫。此外，CEFR也深刻影響教科書選用，促使外版教材進入校園，並引發機會與挑戰並存的教育現象。本場次將依三大實施階段—強化師資語言能力、課綱與評量對接、系統性持續檢核—進行分析與回顧。整體而言，CEFR的導入推動了馬來西亞英語教育的持續進步，使畢業生具備有效溝通與國際競爭力，符合21世紀全球化人才之需求。 

Topic:

Advancing CEFR-Based Language Assessment: Placing People and Language at the Centre

Abstract:

In this talk I will initially reflect on the Comprehensive Learning System (CLS), which calls for integration of all its component elements, and the importance of establishing a clearly defined and locally appropriate language development models to support such learning systems. I will argue that without such a model, no system can hope to succeed. Evidence of such failure can be found in countless examples from school language programmes where pupils emerge with little or no proficiency in the language being studied. I will then consider how the CEFR has emerged as a practical solution to forming the basis of such a language model.

The CEFR and its Companion Volume are very clear in advising prospective users that it should be adapted in specific ways to the needs of the user prior to implementation. In this section of my talk I turn my attention to how the CEFR should be localised for use in a specific learning domain. The approach proposed ensures that the language model that underpins the test is customised to the specific context of use, and therefore perfectly suitable for use in that context. I will exemplify this by outlining a major suite of spoken language tests currently delivered to thousands of learners.

Finally, I will look to the future, highlighting the importance of providing systematic evidence of alignment to the locally adapted CEFR, suggesting how this evidence might be structured.

中文摘要:

本次演講將從「全方位學習系統」（Comprehensive Learning System, CLS）的概念談起。該系統強調所有組成元素之間的整合，並指出建立一套清晰且符合在地需求的語言發展模式，對於支持這類學習系統至關重要。我主張：如果缺乏這樣的語言發展模式，任何語言教育體系都難以成功。事實上，我們可以在眾多學校語言課程中看到這樣的失敗案例——學生即使學了多年語言，仍無法實際運用。接下來，我將說明 CEFR 如何成為建立語言發展模式的一種可行途徑與實用工具。

CEFR 與其補充文件（Companion Volume）均清楚指出，在實施前應根據使用者的需求進行在地化調整。我將進一步探討，如何將 CEFR 調整為適用於特定學習領域的語言參照架構。這樣的調整方式能確保評量所依據的語言模型，真正貼近實際使用情境，進而提升其適切性與效能。我也會以一套目前已廣泛應用於數千名學習者的口說語言測驗為例，來說明這項本地化策略的具體實踐。

最後，我將展望未來，強調建構「與本地化 CEFR 相對應」的系統性實證資料之必要性，並提出可能的建構架構與實施策略，協助我們更有效評估並強化語言學習成效。

Topic:

The CEFR and Foreign Language Education in Asia –Pondering Incorporation, Adaptation and Alignment as a way forward

Abstract:

The CEFR and CEFR/CV is abundantly referred to but it should be considered basically as a mighty conceptual tool when incorporating, adapting or aligning something to it. This presentation will start on this background before discussing two examples in detail: The CEFR-J project for English and the Japan Foundation Standard project for Japanese as a Foreign Language. Both projects have independently developed over more than 20 years of research and practice, taking a different, distinguished path, yet being exemplary and solid on its own. Finally, the talk will consider communities of practice and action research as a perfect way and tool to put the CEFR and its adaptations into practice as a more inclusive way forward for foreign language education in the 21st century for sustainable learning.

中文摘要:

雖然《歐洲語言共同參考架構》（CEFR）及其補充卷（Companion Volume）在語言教育領域中被廣泛引用，但本質上應視為一項強而有力的概念性工具，能協助我們在課程設計、教學實踐或評量制度上進行整合、調整與對齊。本次演講將從此觀點出發，接著詳細介紹兩個發展超過二十年的具代表性實例：針對英語學習者所推動的 CEFR-J 計畫，以及針對日語作為外語學習者的日本語國際交流基金會標準（JFS）計畫。這兩項計畫雖然各自獨立發展，採取不同的路徑，但都已在研究與實務面累積深厚成果，成為可資借鏡的範例。最後，演講將強調「實踐社群」（communities of practice）與「行動研究」（action research）作為推動 CEFR 及其本地化調整落實於教學現場的關鍵途徑，藉由此等參與式、合作性的實踐模式，引領 21 世紀的外語教育朝向更具包容性與永續性的發展。