TRANSFORMATION OF LANGUAGE EDUCATION IN UKRAINE IN THE LIGHT OF THE COMPANION VOLUME TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (2020)

Abstract

The article examines the Companion Volume to the Common European Framework of Reference for Languages (2020) (hereinafter, CEFR CV), which represents a qualitatively new approach to language education in Europe. A comparative analysis is undertaken between the original CEFR version (2001) and the updated edition (2020) is conducted, with a particular focus on their influence on both European and Ukrainian systems of language education. It is emphasized that the CEFR CV (2020) should not be interpreted as a mere supplement to the 2001 document, but rather as a methodological reorientation that introduces a new philosophy of language learning: the formation of the language user as an autonomous social agent capable of interacting in intercultural contexts and engaging in effective communication in both real-life and digital environments. The study demonstrates that, with the introduction of the CEFR CV, the focus of language education has shifted fundamentally – from idealized language proficiency toward the ability to communicate effectively in interpersonal, intercultural, and digital domains. The paper outlines the current state of implementation of the CEFR CV (2020) in Ukrainian educational practice and highlights a number of challenges that hinder the modernization of language education. Contemporary Ukrainian scholarly sources are evaluated, including those that either partially incorporate the provisions of the CEFR CV (without ensuring their full implementation) or engage with them comprehensively. A clear distinction is drawn between the two successive editions of the CEFR Companion Volume – the preliminary version (2018) and the final official version (2020) – as reflected in academic research. It is argued that the effective use of the Companion Volume requires systemic overhaul of educational policies, standard curricula, assessment systems, and teacher education frameworks. Prospective directions for further research include the localization of CEFR descriptors, the development of adaptive learning resources, the integration of intercultural mediation, and the establishment of a unified national scale of foreign language proficiency levels in Ukraine. Future studies should also focus on the preparation of an official Ukrainian-language translation of the document and the development of new formats for the professional training of language teachers.