The CFER in English and Communication Competence: A Decolonial Perspective

Abstract

The process of migrating from a non-English-speaking and developing country outside Europe to an English-speaking developed country is a prerequisite to having communicative competence in English to work and reside in an English-speaking country, particularly the United Kingdom (UK). The Common European Framework of Reference (CEFR) assesses and describes the communicative competence level of a foreign language speaker in a European language. The development of English language competence as a foreign or second language learner is gradually phased out in favour of English or other European languages. Preliminary findings suggest a growing demand for communicative competence in English in higher education, a need that has paved the way for the CEFR to be adopted in non-English speaking countries outside Europe. The communicative approach aligned with the CEFR descriptors dominates English Language Education. This paper argues that communicative competence has dominated linguistic competence, and UK-based organisations and publishing houses have contributed to this dominance, utilising the CEFR descriptors as a tool.