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The CEFR Companion Volume Project: What Has Been Achieved

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.34-46

2022

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Some Thoughts about the Testing of Mediation

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.113-121

2022

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The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.64-77

2022

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Commonality versus Localization in Curricula

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.159-170

2022

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The Action-oriented Approach and Language Testing: A Critical View

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.53-63

2022

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The Impact of the CEFR in Japan

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.10-22

2022

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Action-oriented Plurilingual Mediation: A Search for Fluid Foundations

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.78-92

2022

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Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume, 2022, Vol.104, p.144-158

2022

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Managing linguistic diversity in an Irish primary school: Reciprocal collaboration in practice and research

Collaborative Research in Language Education, 2023, Vol.20, p.85-98

2023

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Ideals, Varieties, and Algorithms: An Introduction to Computational Algebraic Geometry and Commutative Algebra

Fourth edition., 2015

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National graduate schools in language education: Dimensions of collaboration and reciprocity

Collaborative Research in Language Education, 2023, Vol.20, p.179-194

2023

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Improving second language education through Intensive German Weeks: An action research collaboration between teachers and researchers

Collaborative Research in Language Education, 2023, Vol.20, p.29-40

2023

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Teachers and researchers collaborating to develop effective language education: The project Observing Interlanguage

Collaborative Research in Language Education, 2023, Vol.20, p.119-132

2023

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Reciprocity and challenge in researcher–student collaborative labour in a multilingual secondary school

Collaborative Research in Language Education, 2023, Vol.20, p.59-70

2023

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From research to a national curriculum: The case of a lexical syllabus

Collaborative Research in Language Education, 2023, Vol.20, p.151-164

2023

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Learning to become an English teacher: Collaboration, context and the self

Collaborative Research in Language Education, 2023, Vol.20, p.133-148

2023

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An affordance-focused approach for working with authentic materials: A practice–research initiative

Collaborative Research in Language Education, 2023, Vol.20, p.41-56

2023

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Collaboration, reciprocity, and challenges: Professional development-in-practice

Collaborative Research in Language Education, 2023, Vol.20, p.101-118

2023

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Tensions in collaborative research with teachers in the context of language education policy change in Finland

Collaborative Research in Language Education, 2023, Vol.20, p.165-178

2023

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An ethical perspective on collaborative research

Collaborative Research in Language Education, 2023, Vol.20, p.197-206

2023

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Combining theory and practice: Findings from a collaborative project on oral task design

Collaborative Research in Language Education, 2023, Vol.20, p.11-28

2023

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The organic processes of learning in an exploratory collaborative action research (CAR) project

Collaborative Research in Language Education, 2023, Vol.20, p.71-84

2023

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The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Mark Levy and Neus Figueras

Reflecting on the Common European Framework of Reference for Languages and Its Companion Volume, 2022, Vol.104

2022

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Part 3: Plurilingualism, Plurilingual Education and Mediation

Reflecting on the Common European Framework of Reference for Languages and Its Companion Volume, 2022, Vol.104

2022

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Implementing Plurilingual Education: The Experience of an Irish Primary School Déirdre Kirwan and David Little

Reflecting on the Common European Framework of Reference for Languages and Its Companion Volume, 2022, Vol.104

2022

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The CEFR Companion Volume Project: What Has Been Achieved

Some Thoughts about the Testing of Mediation

The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain

Commonality versus Localization in Curricula

The Action-oriented Approach and Language Testing: A Critical View

The Impact of the CEFR in Japan

Action-oriented Plurilingual Mediation: A Search for Fluid Foundations

Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points

Managing linguistic diversity in an Irish primary school: Reciprocal collaboration in practice and research

Ideals, Varieties, and Algorithms: An Introduction to Computational Algebraic Geometry and Commutative Algebra

National graduate schools in language education: Dimensions of collaboration and reciprocity

Improving second language education through Intensive German Weeks: An action research collaboration between teachers and researchers

Teachers and researchers collaborating to develop effective language education: The project Observing Interlanguage

Reciprocity and challenge in researcher–student collaborative labour in a multilingual secondary school

From research to a national curriculum: The case of a lexical syllabus

Learning to become an English teacher: Collaboration, context and the self

An affordance-focused approach for working with authentic materials: A practice–research initiative

Collaboration, reciprocity, and challenges: Professional development-in-practice

Tensions in collaborative research with teachers in the context of language education policy change in Finland

An ethical perspective on collaborative research

Combining theory and practice: Findings from a collaborative project on oral task design

The organic processes of learning in an exploratory collaborative action research (CAR) project

The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Mark Levy and Neus Figueras

Part 3: Plurilingualism, Plurilingual Education and Mediation

Implementing Plurilingual Education: The Experience of an Irish Primary School Déirdre Kirwan and David Little

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