The application of the CEFR to the assessment of L1 competence and plurilingual competence

Abstract

The current chapter details the methodology followed in assessing and analyzing a writer-matched corpus of Arabic L1 and English L2 writing by bilingual writers (Zayed Arabic-English Bilingual Undergraduate Corpus [ZAEBUC]) using the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR). The chapter reflects on the effectiveness of the CEFR as a tool for assessing learners’ L1 and bilingual/plurilingual writing competence. The findings indicate that due to the CEFR’s generic nature, it was generally possible to apply the framework to the assessment of L1 writing competence, although more research on specifying what linguistic features are characteristic of different levels would increase its reliability. However, the CEFR scale was not as effective in assessing plurilingual competence due to its descriptors having their roots in a monolingual view of language learning. The chapter concludes by stressing the need for further empirical research to validate the CEFR’s proficiency scales and to evidence them in SLA and learner corpora research.