There has been little critical and constructive assessment of CEFR-informed pedagogical practices in Japan and beyond – policy issues have been the focus of research thus far. This volume addresses this imbalance with studies on the CEFR's implementation in a range of language education institutions, and stresses that the CEFR and its 'Can Do' descriptors must be adapted to suit the specific context they serve. Critical, Constructive Assessment of CEFR-informed Language Teaching in Japan and Beyond is complementary to The CEFR in Practice by Brian North, which addressed how to challenge misconceptions of the Framework.