Fostering Intercultural Awareness: Addressing Identity in the CEFR Companion Volume

This paper explores how intercultural competence and identity are addressed in the Companion Volume of the Common European Framework of Reference for Languages (Council of Europe 2020a). Through a thematic analysis of its descriptors, the study examines the conceptualisation of these two themes and their implications for fostering plurilingual and pluricultural language education. In particular, building on Michael Byram’s critique (2023) of the concept of identity in the Companion Volume, the analysis highlights some of the limitations of current descriptors and their impact on teaching practices. The paper argues for a more comprehensive integration of the two concepts of identity and intercultural awareness to better prepare students for the complexities of increasingly diverse linguistic and cultural contexts. Finally, it aims to contribute to the reflection on the development of pedagogical approaches that align with the demands of global education and the evolving role of language centres in higher education.