Common European Framework of Reference for Languages

Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency.

Development
In 1991 the Swiss Federal Authorities held an Intergovernmental Symposium in Rschlikon, Switzerland, on "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification". This symposium found that a common European framework for languages was needed to improve the recognition of language qualifications and help teachers co-operate, eventually leading to improved communication and cooperation among language teachers in Europe. As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" - certification in language ability which can be used across Europe. A preliminary version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. This draft version was piloted in a number of projects, which included linking a single test to the CEFR, linking suites of exams at different levels, and national studies by exam boards and research institutes. Practitioners and academics shared their experiences at a colloquium in Cambridge in 2007 and the pilot case studies and findings were published in Studies in Language Testing (SiLT).[1] The findings from the pilot projects then informed the Manual revision project during 2008/09.

Theoretical background
The CEFR adopts an action-oriented approach that, according to Carlos Csar Jimnez of Universidad Nacional Autnoma de Mxico, can be traced back to theoretical proposals made by philosophers of language such as Ludwig Wittgenstein in the 1950s and sociolinguists such as Dell Hymes. The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals. The CEFR divides general competences in knowledge (Descriptive knowledge), skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made. General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal. A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.

Common European Framework of Reference for Languages

Common reference levels

The Common European Framework divides learners into three broad divisions that can be divided into six levels: A Basic User A1 Breakthrough or beginner A2 Waystage or elementary B Independent User B1 Threshold or intermediate B2 Vantage or upper intermediate C Proficient User C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
level group level group name level level name A1 Breakthrough or beginner A Basic User B Independent User C Proficient User

A2 Waystage or elementary

B1 Threshold or intermediate

B2 Vantage or upper intermediate

C1 Effective Operational Proficiency or advanced

C2 Mastery or proficiency

Common European Framework of Reference for Languages

3
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express ideas fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

description

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages. Deutsche Welle suggests A1 is reached with about 75 hours of German tuition, A2.1 with about 150 hours, A2.2 with about 225 hours, B1.1 with about 300 hours, and B1.2 with about 400 hours. Cambridge ESOL said that each level is reached with the following guided learning hours: A2, 180200; B1, 350400; B2, 500600; C1, 700800, and C2, 1,0001,200. Alliance Franaise has stated students can expect to reach CEFR levels after the following cumulative hours of instruction: A1 60-100, A2 160-200, B1 360-400, B2 560-650, C1 810-950, C2 1060-1200.[2]

Common European Framework of Reference for Languages

Equivalences of common tests to CEFR levels

Language schools and certificate bodies evaluate their own equivalences against the framework. Differences of estimation have been found to exist, for example, with the same level on the PTE A, TOEFL, and IELTS, and is a cause of debate between test producers.
Language (ISO 639-3) mul mul cat Certificate A1 A2 B1 B2 C1 C2

UNIcert TELC Catalan Language Certificates Chinese Hanyu Shuiping Kaoshi [3] (HSK) HSK Level 1 A1 A2 Bsic-A2

UNIcert I B1 Elemental-B1

UNIcert II B2 Intermedi-B2

UNIcert III C1 Suficincia-C1

UNIcert IV C2 Superior-C2

cmn

HSK Level 2

HSK Level 3

HSK Level 4

HSK Level 5

HSK Level 6

cmn

Test of Chinese As TOCFL Level 1 TOCFL A Foreign Level 2 Language (TOCFL) (Taiwan) WJEC Defnyddio'r Gymraeg Czech Language Certificate Exam (CCE) Czech Language Certificate Exam (CCE) Prve i Dansk (Danish Language Exam) Goethe-Institut Start Deutsch 1 Mynediad (Entry) CCE-A1

TOCFL Level 3

TOCFL Level 4

TOCFL Level 5

cym

Sylfaen Canolradd (Foundation) (Intermediate) CCE-A2 CCE-B1

Uwch (Advanced)

Hyfedredd (Proficiency)

cze

CCE-B2

CCE-C1

cze

CCE-A1

CCE-A2

CCE-B1

CCE-B2

CCE-C1

dan

Prve i Dansk 1

Prve i Dansk 2

Prve i Dansk 3

Studieprven

deu

Start Deutsch 2

Zertifikat Deutsch

Goethe-Zertifikat Goethe-Zertifikat B2, ZDfB C1 - Zentrale Mittelstufenprfung (neu) TDN 3 TDN 4 TDN 5

Zentrale Oberstufenprfung, Kleines Deutsches Sprachdiplom

deu

TestDaF

ell

(Certificate of Attainment in Modern Greek) Anglia Examinations iTEP IELTS

1 ( )

2 ( )

1 ( )

2 ( )

1 ( )

2 ( )

eng

Preliminary

Elementary

Intermediate

Advanced

Proficiency

Masters

eng eng

1-2

2.5-3

3.5 4.0 to 5.0 (5.0 is borderline between B1 and B2)

4-4.5 5.0 to 6.5 (5.0 is borderline between B1 and B2)

5-5.5 7.0 to 8.0 (8.0 is borderline between C1 and C2)

6 8.0 to 9.0 (8.0 is borderline between C1 and C2)

Common European Framework of Reference for Languages

5
490 - 495 (listening) 455 495 (reading)

eng

TOEIC

60 - 105 (listening) 60 110 (reading)

110 - 270 (listening) 115 - 270 (reading) 36-46 13-18 (speaking), 11-16 (writing) 337 225-245 (listening), 210-245 (language form), 210-240 (reading)

275 - 395 (listening) 400 - 485 275 - 380 (reading) (listening) 385 450 (reading)

eng eng

Versant TOEFL (IBT) [4]

26-35 8-12 (speaking)

47-57 57 to 86

58-68 87 to 109

69-78 110 to 120

79-80 29-30 (reading)

eng eng

TOEFL ITP

[5]

460 250-285 (listening), 250-275 (language form), 245-275 (reading)

543 290-300 (listening), 280-300 (language form), 280-300 (reading)

627

TOEFL Junior [6] Standard

eng eng eng

City and Guilds NQF (UK Only) Cambridge exam

Preliminary Entry Level KET (45 to 59)

Access Level 1 PET (45 to 59) / KET Pass with Merit, Pass

Achiever Level 2 FCE (45 to 59) / PET Pass with Merit, Pass / KET Pass with Distinction 43 Level 2

Communicator Level 3

Expert Levels 4-6

Mastery Level 7-8

CAE (45 to 59) / CPE (45 to 59) / CPE grade A, B or FCE grade B or CAE grade B or C / C / CAE grade A C / PET Pass FCE grade A with Distinction

eng eng

PTE Academic PTE General (formerly LTE) Trinity College London Integrated Skills in English (ISE) / Graded Examinations in Spoken English (GESE) / Spoken English for Work (SEW) British General Qualifications IVAP-HAEE Level A1

30 Level 1

59 Level 3

76 Level 4

85 Level 5

eng

GESE 2

ISE 0 GESE 3, 4

ISE I GESE 5, 6 SEW 1

ISE II GESE 7, 8, 9 SEW 2, 3

ISE III GESE 10, 11 SEW 4

ISE IV GESE 12

eng

Foundation Tier Higher Tier GCSE GCSE

GCE AS level / lower grade A-level

GCE A-Level (known as A2) HE 3 IVAP-HAEE Hirugarren maila HABE Euskararen Gaitasun Agiria HE 4 IVAP-HAEE Laugarren maila HABE

eus

HE 1 - IVAP-HAEE HE 2 IVAP-HAEE Lehenengo maila HABE Bigarren maila HABE

eus

HABE

eus

EGA

fin fra

YKI CIEP / Alliance franaise diplomas

1.taso TCF A1 / DELF A1

2.taso TCF A2 / DELF A2 / CEFP 1

3.taso TCF B1 / DELF B1 / CEFP 2

4.taso

5.taso

6.taso TCF C2 / DALF C2 / DHEF

TCF B2 / DELF TCF C1 / DALF B2 / Diplme de C1 / DSLCF Langue

Common European Framework of Reference for Languages

6
CELGA 3 CELGA 4 CELGA 5

glg

Certificado de lingua galega [7] (CELGA) CELI CILS PLIDA (Dante Alighieri Society diplomas) Impatto A1 PLIDA A1

CELGA 1

CELGA 2

ita ita ita

1 A2 PLIDA A2

2 Uno PLIDA B1

3 Due PLIDA B2

4 Tre PLIDA C1

5 Quattro / DIT C2 PLIDA C2

krn

Test of Proficiency Level 1 in Korean (TOPIK) CNaVT Certificaat Nederlands als Vreemde Taal (Certificate of Dutch as Foreign Language)

Level 2

Level 3

Level 4

Level 5

Level 6

nld

Profile tourist and informal language proficiency (PTIT)

Profile societal language proficiency (PMT)

Profile Profile academic professional language language proficiency (PAT) proficiency (PPT), Profile language proficiency higher education (PTHO)

nld

Inburgeringsexamen Pre-examination Examination (Integration at embassy of in the examination for home country Netherlands immigrants from outside the EU) Staatsexamen Nederlands als tweede taal NT2 (State Examination Dutch as second language NT2) Norskprver Norskprve 1 Norskprve 2 CIPLE NT2 programma I NT2 programma II

nld

nor

Norskprve 3

por rus

CAPLE - - -- (TORFL Test of Russian as a Foreign Language) DELE

QECR

DEPLE

DIPLE

DAPLE -3

DUPLE -4

-1 (I -2 C- ) (1st Certificate level)

spa

A1

A2

B1 (formerly "Inicial") B1 B1 Level 2

B2 (formerly "Intermedio") B2 B2 Level 3

C1

C2 (formerly "Superior") C2 Level 5

swe swe

TISUS Swedex AMCAD EFL ALTE level

A1 Breakthrough level

A2 A2 Level 1

TISUS C1 Level 4

Common European Framework of Reference for Languages

Equivalence with common North American standards

Canada
The following table establishes approximate equivalences between the CEFR and some Canadian and U.S. standards. It is based on the tentative "preliminary alignment tables of other language frameworks with the CEFR" in the report Proposal for a Common Framework of Reference for Languages for Canada by Larry Vandergrift of the University of Ottawa, published by Heritage Canada. The standards compared are: 1. 2. 3. 4. 5. 6. The CEFR itself Interagency Language Roundtable Scale (ILR, United States) American Council for the Teaching of Foreign Languages Proficiency Guidelines (ACTFL) New Brunswick Oral Proficiency Scale (NB OPS, English and French only) Canadian Language Benchmarks (CLB, English and French only) Public Service Commission of Canada Second Official Language Proficiency Levels (PSC, English and French only)

The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one. The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale. Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.
CEFR A1 A2 B1 B2 C1 C2 ILR ACTFL NB OPS CLB PSC A B C

0/0+/1 Novice (Low/Mid/High) 1+ 2 2+ 3/3+ 4 4+/5

Unrated/0+/1 1/2 3/4 5/6 7/8 9/10 11/12

Intermediate (Low/Mid/High) 1+/2 Advanced Low Advanced Mid Advanced High Superior 2+ 3 3+ 4

A more recent document by Macdonald and Vandergrift estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:
PSC CEFR A B C A2 B1/B2 B2/C1

Common European Framework of Reference for Languages

United States
Other work has addressed correspondence with the ACTFL Proficiency Guidelines and the United States ILR scale specifically. For convenience, the following abbreviations will be used for the ACTFL levels: NL/NM/NH Novice Low/Mid/High IL/IM/IH Intermediate Low/Mid/High AL/AM/AH Advanced Low/Mid/High S Superior D "Distinguished" (a name sometimes used for levels 4 and 4+ of the ILR scale instead of including them within "Superior")

A 2008 statistical study by Alfonso Martnez Baztn of Universidad de Granada based on the performances of a group of subjects determines the following ordering of the ACTFL and CEFR levels, in which higher levels are placed further right. NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_ The following table summarizes the results of Martnez Baztn, the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universitt Leipzig (also quoted by Martnez Baztn), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martnez Baztn 2008.
CEFR Martnez Tschirner <A1 A1 A2 B1 B2 C1 C2 NL, NM NH IL, IM IM, IH IH, AL AM, AH AH, S NH IM IH AM AH S NL NM IL IM, IH AL, AM, AH S Buitrago

In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.[8] This agrees with a table published by the American University Center of Provence giving the following correspondences:
CEFR ILR A1 A2 B1 B2 C1 C2 ACTFL

0/0+ NL, NM, NH 1 1+ IL, IM IH

2/2+ AL, AM, AH 3/3+ S 4/4+ D

A study by Buck, Papageorgiou and Platzek addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows: Reading A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3

Common European Framework of Reference for Languages Listening A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)[9]

References
[1] Studies in Language Testing Volume 33 book description. Retrieved 2013-10-23. (http:/ / www. amazon. co. uk/ Aligning-Tests-CEFR-Reflections-Language/ dp/ 0521176840) [2] http:/ / www. alliancefr. ph/ en/ how-long-will-it-take-me-to-speak-french [3] The German Association of Chinese Teachers strongly opposes this official relation of HSK to CEFR, saying HSK3 is only equivalent to A1, HSK4=A2, HSK5=B1, HSK6=B2 (http:/ / www. fachverband-chinesisch. de/ sites/ default/ files/ FaCh2010_ErklaerungHSK. pdf) PDF [4] https:/ / www. ets. org/ Media/ Research/ pdf/ CEF_Mapping_Study_Interim_Report. pdf [5] name="ETS Research"> [6] name="ETS cefr"> [7] http:/ / www. xunta. es/ linguagalega/ arquivos/ ORDE_CELGA_30. 07. 07. pdf [8] Untitled Page (http:/ / homepage. mac. com/ jmajima1/ bukosite/ cef/ Symposium. html) [9] Level 2+ was the highest possible classification for listening items.

External links
Council of Europe: Common European Framework of Reference for Languages (http://www.coe.int/t/dg4/ linguistic/Cadre1_en.asp) EALTA European Association for Language Testing and Assessment (http://www.ealta.eu.org/) Association of Language Testers in Europe (http://www.alte.org/) Common European Framework of Reference in the U.S. (http://www.goethe.de/ins/us/lp/prj/ger/geu/ enindex.htm) Goethe-Institut: The Federal Republic of Germanys cultural institution operational worldwide (http://www. goethe.de/pruefungen) The European Language Certificates (http://www.telc.net) CLES - Certificat de comptences en Langues de l'Enseignement Suprieur (Higher Education Language Certificate, based on the CEFR (http://www.certification-cles.fr) The HCT-Cambridge ESOL CEFR Conference - United Arab Emirates (http://cefr.hct.ac.ae/) EAQUALS Evaluation & Accreditation of Quality in Language Services - CEFR (http://www.eaquals.org/ cefr/) Equivalency Table (http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL)

Article Sources and Contributors

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Article Sources and Contributors

Common European Framework of Reference for Languages Source: http://en.wikipedia.org/w/index.php?oldid=583021901 Contributors: -js-, 10metreh, Adelpine, Adrian Bunk, Aericanwizard, Alprab, BasmaWiki, Bender235, Bgwhite, Blahma, Bvaro, Caffrey, Neil, Captain labrador, Celuici, Chase-san, Chris Capoccia, ChrisGualtieri, Christopholes, Cootlover, Da Joe, Dewrad, Dfddddf, Divega, Djsc00by, Dspsbspoon, Eagle eye usa, Eckosiexi, Eindaeast, English Profile, English dept, Estevoaei, Eugrus, FJM, Felyduw, Feydey, Fish-Face, Fractalizator, Frietjes, Frdric Perrin, Fuseau, Gorkaazk, Gregbard, GringoInChile, Gronky, Guruceta53, Hctuae, Hellotj, Hermes x, Hughperkins, Ibn Battuta, Icarus of old, Icedwater, Indiana State, Isnow, J. Wibble, J.delanoy, Jblamond, John dik, JohnHALDEJONG, Johndejong, JorisvS, Kaihsu, Kilo-Lima, LittleWink, Llusiduonbach, Lotje, LouisePope, Lunalona, Lvdgrift, MER-C, Mark8999, Markdask, Marukosu, Michkalas, Minifu, Mwgood, NaBUru38, Nh3, Ohnoitsjamie, Onaryc, Opuses, Pako, PauAmma, Pipep, Princeofdelft, Q-FUNK, Quebec99, R5e6c7a8, Ramati, Rebollo fr, Reinthal, Rhcastilhos, Robcaro, Rszabo, Saintswithin, Samwaltz, Sander123, Sangchaud, Sascha Mauel, Scheuermann, Schneelocke, Sdaj, SimonP, Someone2011a, Stelan Pan, Subscripciones, Sword1fish, The Beagle, TheJJJunk, Tochjo, Tortipede, Tracerbullet11, Trappist the monk, Uncle Scrooge, Universalcosmos, Wavelength, William Avery, Ybelov, -, 247 anonymous edits

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