Edited by Inge Bartning, Maisa Martin and Ineke Vedder
Eurosla Monographs Series, 1 (2010).
ISBN
978-1-4466-6993-8
The Common European
Framework of Reference for Languages (CEFR) has become the yardstick
for teaching and testing language skills in Europe and elsewhere. Yet
little is known about the relationships between the communicative
levels established using the can-do statements of the CEFR and the
developmental stages of grammatical and lexical development described
by Second Language Acquisition (SLA) research.
This book presents
empirical research by members of the SLATE network (Second Language
Acquisition and Testing in Europe), aimed at bridging this gap. Authors
come from the fields of Language Testing and Second Language
Acquisition and the chapters contained here demonstrate the
fruitfulness of such an interdisciplinary collaboration.
The studies deal with
several target languages, including Dutch, English, Finnish, French,
Italian, Norwegian and Spanish, with adult, adolescent and child
learners in both formal and informal contexts. This variety of data and
approaches witnesses the possibilities and challenges involved in such
bridge-building efforts.
