Abstract
The Common European Framework of Reference for Languages and French for Specific Purposes: a tailor-made trip or an “all-inclusive package”? Portugal hosts 12 million tourists every year, including around 1.5 million French-speaking tourists, which reinforces the need for languages in higher education tourism training. How has the Common European Framework of Reference for Languages (CEFR) been applied in Portuguese higher education institutions and what is its role in language-for-specific-purposes training? Should we understand it as a rule to follow, an instrument of general harmonisation? The Estoril Higher Institute for Tourism and Hotel Languages (ESHTE) adopted the Bologna Declaration in 2006. With the overall restructuring of syllabi, foreign languages have been subjected to a general reduction in the number of teaching/learning hours per week. Yet languages are an essential component in tourism professionals' training. The French language at ESHTE advances slowly, without aiming to find answers, nor pedagogical tools, nor a new teaching method in the CEFR. The Framework may constitute a support, but not as a normative document. A language teaching system that just relies on the CEFR, only allows us to assess students and to introduce a new “ready-to-teach” system. Let us develop new pedagogical guidance and change the traditional concept of assessment. Let us assess skills, not simply knowledge!
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