The Common European Framework of Reference: Transcending perspectives

Abstract

Stressing a balanced and constrained interplay between the individual and the collective and tending towards transdisciplinarity as a consequence, a socio-cognitive perspective prevails in second language acquisition research (Larsen-Freeman 2018). Advancing several theories, including the task-based approach, the ecological approach as well as sociocultural and socio-constructivist theories, the latest version of the CEFR (Council of Europe 2020) has adopted a transdisciplinary perspective. However, the nature of the transdisciplinary approach declared by the Framework (Council of Europe 2020) remains an empirical question. Thus, the present paper explores the extent to which the CEFR (Council of Europe 2020) abides by the principles of a motivated socio-cognitive perspective. The structure of the paper is the following. First, it outlines a transdisciplinary approach to second language development basing on cognitive linguistics, intercultural pragmatics and elements of the teaching learning process. Then, this socio-cognitive approach is sought in the CEFR (Council of Europe 2020). The analysis of the document demonstrates that the social and the individual perspective are symmetrical but not fully integrated, i.e. there is no common denominator linking the two approaches.