Language proficiency frameworks serve as systematic guidelines that guide language teaching, learning, and assessment processes. This study examines three widely used language proficiency frameworks in foreign language education: “the American Council on the Teaching of Foreign Languages Proficiency Guidelines”, “the Canadian Language Benchmarks” and “the Common European Framework of Reference for Languages”. These frameworks have been evaluated in terms of how they define and structure language skills, and their development processes and current applications have been identified. The study also explores their impact on language education policies, as well as their integration into curriculum design and assessment practices. Their contributions to determining language proficiency levels, establishing educational standards, and developing international language tests have been examined. Additionally, empirical studies have been reviewed to present key findings regarding their validity, reliability, and pedagogical applicability. This study provides a detailed analysis of the opportunities and limitations these frameworks offer in language teaching, assessing their implementation in various contexts. The influence of these frameworks on language learners, teachers, and educational institutions have been explored, and insights into their applicability in different educational settings have been discussed. Furthermore, the advantages and challenges associated with each framework have been examined, along with their potential for integration into diverse educational systems. Finally, recommendations have been proposed for enhancing the effective use of these frameworks in foreign language education. This study aims to serve as a comprehensive resource for policymakers, educators, and researchers in the field of foreign language education.
ACTFL, Canadian Language Benchmarks, CEFR, Foreign Language Education Language Proficiency Frameworks