In the first study, the current attempt to construct common English can-do framework at Seisen University is reported. Seisen Academic Can-Do Framework is based on the can-do statements, which have been developed for the research on the English curriculum reform at our university. The can-do statements (CDS) describe the language skills of learners which are commonly taught or should be taught in each class, that is, what they are supposed to be able to do in English in actual language use settings at a given level. The purpose of Seisen Academic Can-Do Scale is to measure academic English can-do abilities (CALP) of learners in class rather than daily communicative English abilities (BICS) outside class. There are twenty CDS across four skill areas, each of which describes a graded performance (at four levels) in the process of accomplishing learning tasks. These grades in CDS can also function as goals for learners in different language levels.

   Seisen Academic Can-Do Framework is in the process of development and is now at an analysis stage of the can-do data obtained. These data are collected cross-sectionally both at the beginning and at the end of the first grade, and at the end of the second grade. Further follow-up study is necessary to confirm the can-do abilities in this framework by assessing learners’ performance through evaluation tasks.

   In the second study, an undergoing research project (which will last for three years) to apply Seisen Academic Can-Do Framework to English classes at eight public high schools in Saitama prefecture is presented. Teachers in each school, which participated in this Saitama Can-Do Project, analyzed the English curriculum of their schools and identified classroom activities or tasks which correspond to the can-do statements in Seisen Academic Can-Do Framework. Attainable goals at each grade level described by the can-do items in the framework are discussed among teachers with reference to the can-do and needs survey data of the learners. Each school differ in their skill focus and the idea of can-do framework allows teachers to map the skills (and sub-skills) covered in their classroom activities and link them vertically within their own classes and horizontally with the ones in other classes.

 Several can-do items are then selected and modified to best suit their teaching focuses in each school. Evaluation tasks of the can-do items have been developed based on their daily classroom activities. The process of development itself is found to be beneficial for teachers as it makes them consciously examine the classroom tasks and materials they are adopting in their class and externalize their hidden internal syllabus or beliefs, which are sharable with other teachers. In the next stage of the project further development and modification of can-do tasks and also items are required to localize the can-do framework to their school.

   In the third study, the result of SELHi (Super English Language High School) research project at Kasumigaoka High School is shown as a case study of a localized can-do framework. In the project a four-skill integrated syllabus was developed and applied for the SELHi class. The concept of the development of four-skill integrated syllabus is quite different from that of the curriculum development of standard textbooks. The development of the syllabus is aimed at content-based teaching with a close focus on skill development. By using the same content for linked skill training programs, we can use more time for the skill training itself, rather than the understanding of new contents. In that way, we can also foster deep understanding of the content and help students develop their thinking skills. Based on this four-skill integrated syllabus, “Kasumi Can-Do Grade”, which enables students to make self-assessment of their language skills, have been developed.

   The four-skill integrated syllabus can visualize how teaching of four skills are interconnected with each other to students as well as to other teaching staffs. It shows how all kinds of teaching tasks are connected with each other including homework and assignments throughout the three-year high school curriculum. It can show students the whole picture of English teaching in their high school period, so they can be more prepared for their learning to be an autonomous learner of English.