Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

One of the basic documents defining, among others, language learning, teaching, and assessment within EU is CEFR (2001). Since moment its first publication, many political social changes have occurred which necessitated reshaping general teaching policy to meet new conditions. There also appeared theoretical reflections on process learning use. Through enhanced mobility a remarkable number European citizens become plurilingual, living in multilingual environments. On other hand, insights into accentuated need for departure from monolingual approaches favour translingual practices (Canagarajah 2013; García & Li 2014). The objective this article present implications derived instinct (Li 2011) an additional foreign plurilingual students. author derives his underpinnings multilingualism, own research translanguaging revised version (2018).