The CEFR in Japan: A tale of two approaches in English and Japanese language teaching

要旨

<jats:p>This article explores the varying degrees of implementation and influence of the Common European Framework of Reference for Languages (CEFR) in Japan, focusing on a comparative analysis of its introduction to English language teaching (ELT) and Japanese language teaching (JLT). Drawing on a framework that operationalizes key CEFR concepts—the action-oriented approach, the role of social agents and proficiency levels—this study analyses curriculum documents, textbooks and assessment tools. The findings reveal a marked difference in the adoption strategies: a cautious, laissez-faire approach in ELT, and a more top-down, mandated approach in JLT. The ELT context demonstrates inconsistent alignment, with some progressive teachers and materials developers filling gaps left by national curricula, while the Japanese language education context shows a strong, albeit not yet widespread, alignment in accredited institutions. The article concludes by discussing the inherent “power” of the CEFR, not as a prescriptive standard, but as a framework that can drive reform, highlighting the need for targeted training and support to achieve broader, more uniform impact.</jats:p>