The author of the article shows that the authors of the CEFRL clearly distinguish between the communicative approach, where the tasks are (inter)individual and isolated communicative language tasks, and the "action-oriented approach", where the actions have a social dimension: so, they are necessarily more or less complex projects in which some of the tasks may be non-language tasks, and in which they are only elements of an overall action scenario. The author of the article draws from this, with concrete examples, one of the major implications that the authors of the CEFRL were unable or unwilling to draw, namely the shift, in terms of teaching-learning objectives, from communicative competence to information literacy, defined as the ability to act on and through information as a social actor, as defined for example by UNESCO in a 2008 book. Iriginal English version, ESBB, English Scholar Beyond Borders (online magazine, www.englishscholarsbeyondborders.org/), vol. 1, Issue 1, 2021, pp. 50-62.
Also downloadable on the website of the magazine at: www.englishscholarsbeyondborders.org/wp-content/uploads/2021/08/Christian-Puren.pdf
and on ResarchGate at: www.researchgate.net/publication/35368862.