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International Journal of New Developments in Education, 2024, 6(3); doi: 10.25236/IJNDE.2024.060317.

Curriculum and Localization of CFL Teaching in British Schools Based on the CEFR Framework

Author(s)

Zhengxia Liu1, Zixu Zhang2

Corresponding Author:
Zhengxia Liu
Affiliation(s)

1Faculty of Foreign Languages, Huaiyin Institute of Technology, Huai’an, China

2Electronics & Computer Science Department, University of Southampton, Southampton, UK

Abstract

According to the requirements of the CERF framework for languages and communication abilities, all European citizens should be able to communicate in at least two languages other than their mother tongue. Due to the distance in geography, language, and culture, Chinese language learning in British primary and secondary schools is mainly referred as a foreign language. It is urgent to improve the curriculum of teaching Chinese as a foreign language (CFL) and localize Chinese textbooks in the British educational system based on the CERF framework.

Keywords

CFL teaching, CERF framework, Curriculum design, Localization & regionalism

Cite This Paper

Zhengxia Liu, Zixu Zhang. Curriculum and Localization of CFL Teaching in British Schools Based on the CEFR Framework. International Journal of New Developments in Education (2024), Vol. 6, Issue 3: 101-105. https://doi.org/10.25236/IJNDE.2024.060317.

References

[1] Council of Europe, Common European Framework of Reference for languages: Learning, teaching, and assessment. Cambridge: Cambridge University Press, 2001.

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[3] H. Kuo, “A probe of several issues concerning national textbooks for Chinese international education”, Journal of Research on Ethnic Education, vol. 6, 2012, pp.68–73.

[4] H. Li, “On the discipline construction of CFL teaching in the New Situation”, International Chinese Education (edited by Beijing Foreign Studies University), Volume 1, 2013.

[5] X. Liu, An introduction to CFL Pedagogy, Beijing: Press of Beijing Language & Culture University, 2007.

[6] Z. Geng, “A literature review of CFL textbook compilation of Chinese International Education in the recent 10 years”, Henan Social Science, vol. IV, 2017, pp. 112–115.