THE ROLE OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING AND EVALUATION (CEFR) IN THE INTERNATIONALIZATION OF HEIS: AN ANALYSIS FROM THE PERSPECTIVE OF CRITICAL LITERACY AND MULTILITERACIES

ABSTRACT

This work aims at investigating how the guidelines of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) behave in face of the demands of a society whose communication is increasingly multimodal, digital and global. To achieve such a goal the article examines studies on Multiliteracies and Critical Literacy for grounding the discussion of the descriptors referring to levels C1 and C2, since it is expected that proficient users have, and can use, a considerable range of semiotic resources to efficiently interact in a digital and globalized society. We used a qualitative methodology covering aspects of CEFR design, its communicative approach and the guidelines of oral and written production and comprehension. The analysis led to the conclusion that the influence of the CEFR in the program of internationalization of Higher Education demands some specific actions which would allow for the updating of its guidelines, so as to meet with the multiliteracies, critical literacy and digital technologies social practices.

Keywords:
CEFR; multiliteracies; critical literacy