Abstract Increasingly, professionally-oriented tertiary institutions are concerned with equipping their students with the English language skills needed in today’s global professional world. The recently extended 2018 Common European Framework (CEFR) provides useful guidance to help institutions develop curricula to achieve this goal. This paper describes an advanced English for Economics course, whose aim is to facilitate economics students’ traversal from student to professional, in terms of English can-dos (mostly B2–C1), as described in the 2018 CEFR Companion Volume. The pedagogy informing the course is three-pronged, drawing on English for Specific Purposes, twenty-first century skills, and the CEFR. We show how analysing such a course through the CEFR can help devise an anticipated learning trajectory for economics students about to enter the professional world. Our analysis highlights the fact that even though the newly extended CEFR does mention plurilingualism in the mediation can-dos, it does so only in terms of individual production. In the twenty-first century language classroom, where plurilingualism is part and parcel of understanding and carrying out the required tasks, much work is carried out in groups, with technology playing a key role in language mediation. We find that group and technology-assisted mediation activities are substantially different to the individually-oriented mediation activities described in the extended framework. Therefore, we suggest fine tuning, and perhaps adding, mediation can-dos to reflect the realities of tertiary pedagogical settings preparing learners for twenty-first century professional environments.

中文翻译：

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吸引未来的经济学家：通过新的CEFR扩展框架的视角分析ESP课程

摘要以专业为导向的大专院校越来越重视为学生提供当今全球专业世界所需的英语技能。最近扩展的《 2018年欧洲共同框架》（CEFR）提供了有用的指导，以帮助机构制定课程以实现该目标。本文介绍了高级英语经济学课程，其目的是帮助英语专业学生（主要是B2-C1）按照经济学能力从学生到专业的过渡，如《 2018 CEFR同伴卷》所述。通知该课程的教学方法是三管齐下的，它借鉴了用于特定目的的英语，二十一世纪的技能和CEFR。我们展示了如何通过CEFR分析此类课程如何帮助即将进入专业领域的经济学专业学生设计预期的学习轨迹。我们的分析突出了一个事实，即即使新扩展的CEFR确实在调解事务中提到了多元论，也仅在个体生产方面这样做。在二十一世纪的语言教室中，多元论是理解和执行所需任务的重要组成部分，许多工作是集体进行的，技术在语言调解中起着关键作用。我们发现，团体和技术协助的调解活动与扩展框架中描述的面向个人的调解活动大不相同。因此，我们建议进行微调，或者添加