The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL): learning as meaning making and assessment as recognition in English as an Additional Language context

In the chapter, we discuss the role of English as a resource for meaning- making within a broader spectrum of communicative practices. We examine how such a role is indicative of a holistic approach to English learning, teaching, and assessment. Moreover, we focus on the peer-assessment process that has been designed for the EU-MADE4LL joint syllabus. Differently from summative assessment processes, our peer assessment can be considered an example of learning as recognition (Kress & Selander, 2012) as it is focused on the process of learning how to assess more than on the ‘correctness’ of the final ‘product’ or on comparing it against some standard or benchmark.