CHALLENGES OF IMPLEMENTING INTERNATIONAL LANGUAGE STANDARDS IN LOCAL CONTEXTS
Keywords:
International standards, CEFR, ACTFL, Cambridge English, local contexts, implementation challenges, teacher training[4], assessment, curriculum alignment[1]Abstract
This article explores the multifaceted challenges that arise when international language standards—such as CEFR (Common European Framework of Reference for Languages)[3], ACTFL (American Council on the Teaching of Foreign Languages)[2], and Cambridge English benchmarks—are implemented within diverse local educational contexts. Although these frameworks offer clear global benchmarks for communicative competence, their direct application often collides with local realities shaped by sociolinguistic traditions, resource limitations, teacher preparedness[4], classroom culture, and assessment practices. The paper analyzes major obstacles through expanded real-world examples, showing how misalignment between global expectations and local educational ecosystems can hinder effective language instruction. In addition, the article suggests context-sensitive strategies for harmonizing international standards with national curricula.
