Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: a case Study

1 Theoretical background of the CEFR applied in a foreign language 
institute
It is common practice for schoolchildren in Greece to learn English as a foreign 
language in the private sector, also known as foreign language institutes. These 
institutes abide to the Common European Framework of Reference (CEFR) and use 
the textbooks which are designed according to its specifications. Not only does the 
CEFR provide a framework for designing curricula and teaching material, but it 
also gives guidelines as concerning the assessment of each level in language 
learning.
 

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Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
3
1.1 
Τ
he Common European Framework of Reference (CEFR) 
The CEFR was developed during the 1960’s when the Council of Europe aimed 
at facilitating communication amongst its member states. Their purpose was to 
establish that all citizens learn both their native language as well as other 
languages of the member st
ates. During the 1970’s, the focus was on developing a 
positive stance towards language learning. Thus, learning objectives were 
developed in the form of ‘can
-
do’ statements in order to reinforce learners’ 
autonomy, independence and motivation. It was imperative that objectives dictate 
what learners could do, even in the lowest levels (Council of Europe). By the 
1990’s, a full framework had been developed for language learning, teaching and 
assessment aiming at plurilingualism, positive enforcement in learning, design of 
textbooks and transparency in testing criteria. It divided language proficiency into 
six levels; two Basic A levels (A1, A2), two Independent B levels (B1, B2) and two 
Proficient C levels (C1, C2) (Council of Europe).