Some Practical Consequences of Quality Issues in CEFR Translations: The Case of Arabic

Abstract

Test users require interpretable test scores for Arabic L2 learners’ proficiency. Relating scores to the Common European Framework of Reference for Languages (CEFR) is an effective way to meet this need and is a potentially powerful tool to enhance assessment literacy, facilitate communication among stakeholders in education, and drive educational reform efforts. Low quality and conflicting translations impede stakeholders’ ability to do this. This chapter investigates the quality and possible implications of the Arabic CEFR translation referred to by the Council of Europe (COE). The analysis shows that the translation suffers from serious quality problems in terms of central terminology, level designations, and style. Implications for Arabic-speaking users of the Framework are that communication and dissemination of educational policies, learning goals, and assessment requirements are made more difficult, which may further impede development in a region broadly considered in need of educational reform. In the short term, users should exercise care in interpreting learning, teaching, and assessment products based on current Arabic translations of the CEFR. In the longer term, an official COE Arabic CEFR translation is needed along with other supporting materials such as a complete multilingual CEFR glossary, for the Framework to achieve its intended impact.