Frontmatter -- Contents -- Acknowledgements -- Contributors -- Introduction -- Part 1: The Common European Framework of Reference for Languages: Past, Present and Future -- Introduction to Part 1 -- 1 The Impact of the CEFR in Japan -- 2 ACTFL and CEFR: Relationships, Influences and Looking Forward -- 3 The CEFR Companion Volume Project: What Has Been Achieved -- Part 2: The Action-oriented Approach: A Change of Paradigm? -- Introduction to Part 2 -- 4 The Action-oriented Approach and Language Testing: A Critical View -- 5 The Action-oriented Approach in the CEFR and the CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain -- 6 Action-oriented Plurilingual Mediation: A Search for Fluid Foundations -- Part 3: Plurilingualism, Plurilingual Education and Mediation -- Introduction to Part 3 -- 7 A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education -- 8 Some Thoughts about the Testing of Mediation -- 9 Implementing Plurilingual Education: The Experience of an Irish Primary School -- Part 4: Descriptors, Scales and Constructive Alignment -- Introduction to Part 4 -- 10 Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points -- 11 Commonality versus Localization in Curricula -- 12 The CEFR Companion Volume and Mediation: An Assessment Perspective -- Part 5: Afterword -- 13 Making the CEFR Work: Considerations for a Future Roadmap -- Index