One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies

Bart Deygers · Beate Zeidler · Dina VÎLCU · Cecilie Hamnes Carlsen

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

Fifteen years after its publication, the Common European Framework of Reference for Languages is a commonly used document in language tests and policies across Europe. This article considers the CEFR’s impact on university entrance language tests and policies that are used to regulate the entrance of international L2 students who wish to study in a national language of the host country. Using a qualitative approach, this study aims to (a) outline and compare the target language demands toward L2 students entering European universities and to (b) determine the impact of the CEFR on European university entrance policies, tests, and testers. This article offers an overview of the university entrance language requirements for foreign L2 students in 28 European countries or regions with an autonomous educational policy. It is based on structured interviews with 30 respondents involved with university entrance test development and knowledgeable about university entrance policies in their context. The results show that the CEFR is omnipresent in European university entrance language tests and that the B2 is the most commonly used level in that context. The data also show that normative CEFR use is very common and that in many contexts CEFR levels are misused for marketing purposes or to control university admission.

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References

1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1968The Discovery of Grounded Theory; Strategies for Qualitative Research 2008Qualitative Data Analysis 2009Common European Framework of Reference for Languages: learning, teaching, assessment 2023Qualitative data analysis 2012International Handbook of Survey Methodology 2006Language testing: the social dimension 2008Dealing with Data: Using NVivo in the Qualitative Data Analysis Process

Cited by

2018Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights From a Study of EFL Learners’ Use of Statistical Collocations 2019Language assessment literacy in university admission policies, or the dialogue that isn’t 2019Linking TOEFL iBT® writing rubrics to CEFR levels: Cut scores and validity evidence from a standard setting study 2021Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions 2017University entrance language tests: A matter of justice

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