THE FUSION OF STANAG 6001 AND BLOOM'S TAXONOMY: INTERSECTING LANGUAGE PROFICIENCY AND COGNITIVE SKILLS
THE FUSION OF STANAG 6001 AND BLOOM'S TAXONOMY: INTERSECTING LANGUAGE PROFICIENCY AND COGNITIVE SKILLS

Summary/Abstract: This paper introduces and describes a framework that integrates STANAG 6001, the NATO-standardized scale of linguistic proficiency with Bloom's Taxonomy, one of the most popular models used for describing cognitive skills. Integrating these two frameworks offers a fresh approach to language education by drawing a parallel between linguistic proficiency and cognitive complexity. The model considers the interdependence between language acquisition and the development of higher-order thinking to be mutual, with competence elements in skills like critical analysis, evaluation, and creative thinking touted to be developed hand in glove with language learning. A framework such as this offers new ways of curriculum development, assessment design, and lifelong learning because language education in itself takes on a holistic and multi-dimensional nature.Consequently, the following ideas will have practical connotations in language classes, professional development, corporate training, and international relations since good communication and cognitive flexibility bear relevance for mutual understanding, adaptability, and effective collaboration across diverse contexts. Besides, this framework specifies the learner's autonomy to make them responsible for their learning process and "continuously redefine their language and cognitive competencies". The theoretical underpinnings, practical applications, challenges, and future directions of this STANAG 6001-Bloom's integrated model place the emergent model as a paradigmatic shift in language education bound to shape the face of the field in several years to come.

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