Building Global Competence in French Language Education: A Competency-Based Curriculum Framework Aligned with CEFR Standards and International Best Practices

References

[1] Açıkgöz, T., & Babadoğan, M. C. (2021). Competency-based education: theory and practice.

[2] Ahmad Afip, L., Hamid, M. O., & Renshaw, P. (2019). Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education. Globalisation, Societies and Education, 17(3), 378-393.

[3] Anggoro, K. J., & Nguyen, A. N. (2021). Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction. Studies in English Language and Education, 8(3), 1177-1193.

[4] Bagea, I. (2023). Cultural influences in language learning in a global context. Indo-MathEdu Intellectuals Journal, 4(2), 630-645.

[5] Barili, A., & Byram, M. (2021). Teaching intercultural citizenship through intercultural service learning in world language education. Foreign language annals, 54(3), 776-799.

[6] Bula-Villalobos, O., & Murillo-Miranda, C. (2019). Task-based language teaching: Definition, characteristics, purpose and scope. International Journal of English Literature and Social Sciences (IJELS), 4(6).

[7] Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited: Multilingual matters.

[8] Guida, R. (2020). Investigating the Ontario FSL High School Curriculum: An exploratory case study of non-native French-speaking teachers’ cultural practices. University of Calgary (Canada),

[9] Jackson, D. O. (2022). Task-based language teaching: Cambridge University Press.

[10] Khanna, R., & Mehrotra, D. (2019). The roadmap for quality improvement from traditional through competency based (CBE) towards outcome based education (OBE) in dentistry. Journal of oral biology and craniofacial research, 9(2), 139-142.

[11] Mansilla, V. B., & Jackson, A. W. (2022). Educating for global competence: Preparing our students to engage the world: ASCD.

[12] Nagai, N., Birch, G. C., Bower, J. V., & Schmidt, M. G. (2020). CEFR-informed learning, teaching and assessment: Springer.

[13] Osawaru, O. O. (2015). The Challenges of Teaching French Language in Public Secondary Schools in Edo State, Nigeria. Journal of Educational Studies and Management, Benin City, Nigeria, 3(1&2), 373-385.

[14] Osawaru, O. O. (2019). An Appraisal of French Language Teaching in Nigerian Schools. AMBIK Press,, 30-46.

[15] Osawaru, O. O. (2023). Effectiveness of Three Methods for Improving Foreign Language Oral Expression among Male and Female Secondary School Students. Partici’Action, 15(12), 131-150.

[16] Osawaru, O. O., & Aziegbe, M. E. (2024). A la quête des humanités numériques : conscience et usage des applications logicielles linguistiques auprès des étudiants de langues étrangères au Nigeria. 25, Annales, 11-26.

[17] Osawaru, O. O., & Gbenedio, U. B. (2020). A Survey of French Language Teacher Practices in Developing Speaking Skill among Secondary School Students. Clarep Journal of English and Linguistics [C-JEL], 2, 21-36.

[18] Osawaru, T. A., & sawaru, O. O. (2022). Some Challenges of French Language Teaching and Learning in Nigerian Universities. Revue Internationale de Linguistique Appliquée, de Littérature et d’Education (RILALE),, 5(1), 15-24.

[19] Owens, A., & Hite, R. (2022). Enhancing student communication competencies in STEM using virtual global collaboration project based learning. Research in Science & Technological Education, 40(1), 76-102.

[20] Papadopoulou, K., Palaiologou, N., & Karanikola, Z. (2022). Insights into teachers’ intercultural and global competence within multicultural educational settings. Education Sciences, 12(8), 502.

[21] Piccardo, E. (2020). The Common European Framework of Reference (CEFR) in language education: Past, present, and future. TIRF: Language Education in Review Series, 15, 1-13.

[22] Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning: The CEFR companion volume. Journal of e-Learning and Knowledge Society, 15(1).

[23] Porto, M. (2021). Intercultural citizenship in foreign language education: An opportunity to broaden CLIL’s theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism.

[24] Stunell, K. (2021). Supporting student-teachers in the multicultural classroom. European journal of teacher education, 44(2), 217-233.

[25] Tikkinen, A. (2020). Informal in formal: discourses of informal learning in the national core curriculum for Finnish general upper secondary education. A. Tikkinen,

[26] Tono, Y. (2019). Coming full circle–from CEFR to CEFR-J and back. CEFR Journal, 1, 5-17.

[27] Vogopoulou, A., Sarakinioti, A., Sifakakis, P., & Tsatsaroni, A. (2024). European foreign language policies, national language testing and ambivalence towards the introduction of the logics of standardisation. European Journal of Language Policy, 16(1), 27-57.

[28] Yurtsever, A., & Özel, D. (2021). The role of cultural awareness in the EFL classroom. Turkish Online Journal of Qualitative Inquiry, 12(1), 102-132.

[29] Zaki, A. W., & Darmi, R. (2021). CEFR: Education towards 21st century of learning. Why matters. Journal of Social Science and Humanities, 4(2), 14-20.

@article{1706649,
      author = {Osaruese Oghogho Osawaru, Chika Chioma Unachukwu},
      title = {Building Global Competence in French Language Education: A Competency-Based Curriculum Framework Aligned with CEFR Standards and International Best Practices},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {8},
      number = {6},
      pages = {193-200},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1706649.pdf},
      abstract = {This paper examines global competence development in French language education through a competency-based curriculum framework aligned with the Common European Framework of Reference for Languages (CEFR) standards and international best practices. The study highlights the importance of global competence, which encompasses linguistic proficiency, cultural awareness, empathy, and critical thinking. The theoretical foundations of competency-based education and the CEFR framework provide a robust basis for designing effective language curricula. Case studies from Quebec, Finland, and the Alliance Fran?aise demonstrate the successful integration of CEFR standards with competency-based approaches, emphasizing practical language use, continuous assessment, and cultural immersion. Comparative analysis of these programs reveals the benefits of flexible, student-centered learning environments and authentic assessment methods. Recommendations for educators, policymakers, and curriculum developers include incorporating cultural immersion activities, adopting a student-centered approach, implementing continuous and formative assessment, emphasizing practical language use, utilizing multimedia resources, and providing professional development for teachers. This paper aims to offer a comprehensive framework for enhancing French language education and preparing students to become proficient and globally competent language users.},
      keywords = {Global Competence, French Language Education, Competency-Based Curriculum, CEFR Standards, Cultural Immersion, Language Proficiency},
      month = {December},
  }